THE EFFECTIVENESS OF DIRECT METHOD IN IMPROVING STUDENTS’ PROFICIENCY OF VOCABULARY a final project submitted in partial fulfillment of the requirements for the degree of Sarjana Pendidikan in English
by Andhani Mayangsari 2201405628
ENGLISH DEPARTMENT FACULTY OF LANGUAGES AND ARTS SEMARANG STATE UNIVERSITY
2009
PERNYATAAN Dengan ini saya, Nama
:
Andhani Mayangsari
NIM
:
2201405628
Prodi
:
Pendidikan Bahasa Inggris
Jurusan
:
Bahasa dan Sastra Inggris
Fakultas Bahasa dan Seni Semarang menyatakan dengan sesungguhnya bahwa skripsi/ tugas akhir/ final project yang berjudul: THE EFFECTIVENESS OF DIRECT METHOD IN IMPROVING STUDENTS’ PROFICIENCY OF VOCABULARY yang saya tulis dalam rangka memenuhi salah satu syarat untuk memperoleh gelar sarjana ini benar-benar karya saya sendiri yang saya hasilkan setelah melalui penelitian, pembimbingan, diskusi, dan pemaparan/ujian. Semua kutipan, baik yang langsung maupun tidak langsung, baik yang diperoleh dari sumber kepustakaan, wahana elektronik, wawancara langsung maupun sumber lainnya telah disertai keterangan mengenai identitas sumbernya dengan cara sebagaimana yang lazim dalam karya ilmiah. Dengan demikian walaupun tim penguji dan dan pembimbing penulisan skripsi/ tugas akhir/ final project ini membubuhkan tanda tangan sebagai tanda keabsahannya, seluruh isi karya ilmiah ini tetap menjadi tanggung jawab saya sendiri, jika kemudian ditemukan ketidak beresan saya bersedia menerima akibatnya. Demikian pernyataan ini dibuat dan semoga dapat digunakan sebagaimana mestinya. Semarang, 28 Agustus 2009 Yang membuat pernyataan,
Andhani Mayangsari NIM. 2201405628 ii
APPROVAL This final project was approved by a team of examiners of the English Department of the Faculty of Languages and Arts of Semarang State University on August 28th, 2009. Board of Examiners 1. Chairman Drs. Januarius Mujiyanto, M. Hum NIP. 195312131983031002 2. Secretary Drs. Alim Sukrisno, M. A NIP. 195206251981111001 3. First Examiner: Prof. Dr. Mursid Saleh, M. A NIP. 194406091971021001 4. Second Examiner (Second Advisor): Dra. C Murni Wahyanti, M. A NIP. 195404231979032001 5. Third Examiner (First Advisor): Dr. Hj.Dwi Rukmini, M. Pd. NIP. 195104151976032001 Approved by: Dean of Faculty of Languages and Arts
Prof. Dr. Rustono, M. Hum NIP. 195801271983031003
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“The power of life and death is in the tongue.” (Anonymous)
To H. Slamet, A. Ma and Utaminingsih, S. Pd Handy Fajar Riyanto and Danang Kukuh Kurniawan Arif Wibowo
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ACKNOWLEDGEMENT First and foremost, I would like to express my greatest gratitude to Allah SWT for blessing and leading me to the completion of this final project. My deep gratitude goes to Dr. Dwi Rukmini, M.Pd the first advisor who has provided me with careful guidance, helpful correction and encouragement from the beginning until this final project was completed. I wish to extend my gratitude to Dra. C. Murni Wahyanti, M. A as my second advisor who has given valuable suggestions and correction for the finalization of this final project. Also, I would like to thank to Drs. Januarius Mujiyanto, M.Hum, the chairperson, and Drs. Alim Sukrisno, M.A, the secretary, as well as the team examiners, especially Prof. Dr Mursid Saleh, M.A the first examiner, who has given valuable correction for the perfection of this final project. My gratitude is also dedicated to all lecturers of the English Department of UNNES who have taught as well motivated and guided me since the first year of my study at UNNES. Furthermore, I thank to Drs. H. Bambang Nianto Mulyo, M.Ed as the headmaster of SMA 6 Semarang for having allowed me to conduct the research in his school. Also, I thank to Dra. Hj. Ida Rahmawati who has helped and permitted me to use her students as the object of the study. Finally, I am deeply indebted to my beloved parents; H. Slamet, A.Md and Utaminingsih, S.Pd, my beloved brothers; Handy Fajar Riyanto and Danang Kukuh Kurniawan, my lovely soulmate Arif Wibowo for giving me much love, support and motivation to reach my dream, and all of my friends in English Department especially Lasriati Manullang. Semarang, 28th August 2009
Andhani Mayangsari NIM. 2201405628
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ABSTRACT Andhani Mayangsari. 2009. The Effective of Direct Method in Improving Students’ Proficiency of Vocabulary. Final Project. English Department. Languages and Arts Faculty. Semarang State University. First Advisor: Dr. Dwi Rukmini, M. Pd. Second Advisor: Dra. C. Murni Wahyanti, M. A. Key words: Direct method, vocabulary, qualitative. This final project is based on a study which attempted to examine the effectiveness of direct method in improving students’ proficiency of vocabulary. The main purpose of the study was to prove the effectiveness of direct method theory in improving students’ mastery of vocabulary. The population of this study was the first year students of SMA 6 Semarang in the academic 2008/2009. The members of the population were around 399 students. Out of the population, 79 students were selected as samples. They were the students of X-4 of SMA 6 Semarang as the experimental group and the students of X-2 of SMA 6 Semarang as the controlled group. The experimental group was taught by direct method and the controlled group was taught by conventional method. To gain the data, a test that consisted of 44 multiple choice items and 6 essays were provided to the samples. However, before the test applied, it had been tried out to the first year students of X-3 of SMA 6 Semarang. The aim was to measure the Level of Difficulty (LD) and Discriminating Power (DP). Then, the writer examined the try-out test to the samples in order to get the reliability and validity. Beside that the writer also conducted the pre-test, formative test, and post-test. Based on the computation result indicates that the percentage of the posttest result was difference between experimental group and controlled group. They were 72.2% for the experimental group and 66.54% for the controlled group. It means that the students of experimental group that used direct method able to improve vocabulary mastery better than controlled group that used conventional method. The higher achievement in the experimental group indicates that the use of Direct Method is effective in improving students’ mastery of vocabulary.
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TABLE OF CONTENTS Page Acknowledgement ........................................................................................
i
Abstract ........................................................................................................
ii
Table of Contents ..........................................................................................
v
List of Tables ................................................................................................
vii
Chapter I. INTRODUCTION ..................................................................................
1
1.1 Background of the Study ...................................................................
1
1.2 Reason for Choosing the Topic ..........................................................
5
1.3 Statement of the Problem...................................................................
5
1.4 Purpose of the Study..........................................................................
6
1.5 Significance of the Study ...................................................................
6
1.6 Out Line of the Report .......................................................................
7
II. REVIEW OF THE RELATED LITERATURE .......................................
8
2.1 Review of the Previous Study ...........................................................
8
2.1.1 Language Learning .....................................................................
8
2.1.2 Principles of Learning Language .................................................
9
2.2 Theoretical Background ....................................................................
10
2.2.1 Teaching Vocabulary ..................................................................
10
2.2.1.1 General Concept of Vocabulary ..................................................
10
2.2.1.2 Background to Teaching Vocabulary ...........................................
11
2.2.1.3 Method in Teaching Vocabulary ..................................................
13
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2.2.1.4 Memory Strategies for Learning New Vocabulary ......................
14
2.2.2 Theory of Direct Method ............................................................
15
2.2.2.1 General Concept of Direct Method .............................................
15
2.2.2.2 Role to Use Direct Method in Class ............................................
18
2.3 Framework of the Present Study .......................................................
19
III. METHOD OF THE STUDY ...................................................................
23
3.1 Research Design ...............................................................................
23
3.1.1 Quantitative Research .................................................................
24
3.1.2 Experimental Design ..................................................................
25
3.2 Object of the Study ...........................................................................
25
3.3 Population and Sample .....................................................................
25
3.3.1 Population ..................................................................................
25
3.3.2 Sample .......................................................................................
26
3.4 Research Variables ...........................................................................
26
3.5 Type of Data ....................................................................................
27
3.6 Instruments to Collecting Data .........................................................
27
3.6.1 Try Out .......................................................................................
28
3.6.1.1 Item Analysis .............................................................................
29
3.6.1.1.1 Procedure and Formula for Calculating DP and LD ...............
29
3.6.1.2 Test Analysis ..............................................................................
30
3.6.1.2.1 Validity .................................................................................
30
3.6.1.2.2 Reliability .............................................................................
31
3.6.2 Test ............................................................................................
32
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3.7 Procedure of Collecting Data ............................................................
33
3.7.1 Pre Test ......................................................................................
33
3.7.2 Formative Test ............................................................................
34
3.7.3 Post Test .....................................................................................
35
3.8 Technique of Data Analysis ..............................................................
35
IV. FINDINGS AND INTERPRETATION ..................................................
37
4.1 Try Out Analysis ..............................................................................
37
4.1.1 Validity ......................................................................................
37
4.1.2 Discriminating Power .................................................................
39
4.1.3 Level of Difficulty ......................................................................
41
4.1.4 Reliability ...................................................................................
43
4.2 Tests Analysis ..................................................................................
46
4.2.1 Pre Test .......................................................................................
46
4.2.2 Formative Test ............................................................................
48
4.2.2.1 First Formative Test ....................................................................
48
4.2.2.2 Second Formative Test ...............................................................
49
4.2.3 Post Test .....................................................................................
50
V. CONCLUSION AND SUGGESTIONS .................................................
53
5.1 Conclusion .......................................................................................
53
5.2 Suggestions ......................................................................................
53
Bibliography ................................................................................................
55
Appendixes ..................................................................................................
57
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LIST OF TABLES
Table
Page
3.1 Experimental Design ..............................................................................
25
4.1 The Computation of DP of Item Number 1 ..............................................
40
4.2 The Computation of LD of Item Number 1..............................................
42
4.3 The Analysis of the Validity Item............................................................
44
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CHAPTER I INTRODUCTION This chapter presents the background of the study, reason for choosing the topic, statement of the problem, hypotheses, purposes of the study, and significance of the study.
1.1
Background of the Study According to Ramelan, English is one of the most important languages in
the world because it has function as an international language. It has become increasingly clear that English will play an important role in communication and modernization in various parts of the world. And for this reason, English is the foreign language taught in many countries all over the world, included Indonesia. Teaching English as foreign language for Indonesian students takes rather differently from the teaching of Indonesian as a mother tongue. It is because students to come extent have had special concept of their native language that is different from the English. Consequently, Indonesian students should have a great motivation. They should be serious in learning English because learning language actually needs a total physical, intellectual and emotional response. Students who are studying their mother tongue have not difficulty. Their minds are empty of the formulation of any languages. But for the students who are studying a foreign language, their minds are full of other language, the concept of which does not appear to be adequate for this new language. For all their similarities of the languages, the native language and the one have many 1
2
differences in sound, writing system, and structure. Because it is a foreign language, most learners of English in Indonesia get difficulties in studying English. And in the learning process, one of the important parts in creating and understanding the language is the mastery of vocabulary. Learning a language can not be separated from learning vocabulary. Whenever we communicate using a language with other people around us, we should master a stock of words (vocabulary) related to the topic spoken. Because of it, vocabulary is one of the language components which are important to make clear communication. People can not express their message and ideas properly in English without knowing vocabulary. Language is a means for communication, communication with words. It means that human use of spoken and writing words as a communication system. Therefore, mastering vocabulary makes people able to create the language skills. Because of it, they will be able to use appropriate words in spoken or written language. Langan (1986: 80) states that a goal of vocabulary is a vital part of effective language communication. A better mastery in vocabulary will make students better in writing, speaking, listening, and reading. It has become increasingly clear that mastery vocabulary is one of the important skills in learning English. According to Finocchiaro (1974: 173), teachers should need methods and techniques of teaching English as a second language to develop certain knowledge, skills, and insight. It means that a teacher should be able to create a good English atmosphere that makes students feel fun and comfortable in English learning process in order to get the goal of teaching process.
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“The first man who is responsible for the teaching learning process and the achievement of the goal of teaching is the teacher. The student in mastering the subject will greatly depend on the presentation of the material given by the teacher besides the ability of the student themselves. The teacher may use the goal formulated as a guide in choosing the method of the teaching”. (Winarno Surahmad, 1984:44) The knowledge of the methodology and technique in teaching would be essential for a teacher in order to enable him/her to develop creativity and effective techniques in teaching. A foreign language teacher is not only responsible for delivering topics covered in the subject but also to provide actual model of the target language. It means that becoming an effective English teacher requires good mastery of English and effective English techniques in teaching at the same time. As the teacher, the duty is to satisfy the students to produce the best result for them. He/she should know approach and method, which is appropriate to bring lesson. Teaching learning process should be varied to motivate the students and make them feel that English is not difficult but fun to learn. There are many methods to make them attracted in English lesson. It will be not interesting for the students when a teacher asks them just to memorize English vocabulary in unnatural way. Based on the reason above, I choose the effectiveness of Direct Method to teach English vocabulary as my final project. The Direct Method will help teacher in preparing students to use the target language (English) communicatively because this methods able to make a good atmosphere in English teaching classroom.
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Using English as much as possible in the classroom will emphasize on students that the English lesson is very different from any other lesson in the school. It will help to maintain a good English speaking atmosphere, and it also will help students focus on learning and using the language. Also, if the teacher gives them instruction, asks question, and makes comments in English, the students will have to listen carefully to what teacher say all the time. This will keep them thinking in English because we only use a language well when we think in the language. It is important to avoid translation as much as possible and make students think in that language. When teacher use classroom English, they are helping that process. It means that the Direct Method is suitable for help to maintain a good English speaking atmosphere in classroom, and also help students focus on learning and using the language. In the Direct Method, the native language should be unused in the classroom because in order to associate meaning and the target language directly, when the teacher introduces a new target language word or phrase, he/she demonstrates its meaning through the use of realia, pictures, or pantomime; he/she never translate it into the students’ native language. Because of it, vocabulary is acquired more naturally rather than memorizing word list.
1.2
Reason for Choosing the Topic The reason for choosing the topic because the Direct Method able to make
a good atmosphere in English teaching classroom so it will help students to learn English vocabulary more naturally. According to Freeman (2000:27), in Direct
5
Method vocabulary is acquired more naturally if students use it in full sentences, rather than memorizing word list. In language learning process, one of the important parts in creating and understanding the language is the mastery of vocabulary. Students can not express their message and ideas properly in communication without knowing vocabulary. Langan (1986: 80) states that a goal of vocabulary is a vital part of effective language communication. A better mastery in vocabulary will make students better in writing, speaking, listening, and reading. It has become increasingly clear that mastery vocabulary is one of the important skills in learning English.
1.3
Statement of the Problem The problem of the study is the students’ ability in mastery vocabulary is
not satisfactory. Based on that problem the discussion of the study is aimed to prove how effective is Direct Method in improving students’ mastery of vocabulary.
1.4
Purpose of the Study Based on the research question above, the objective of this study is to
prove the effectiveness of Direct Method in improving students’ mastery of vocabulary.
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1.5
Significance of the Study The result of this study can benefit both students and teacher in this
following ways: 1.5.1 Theoretical Significance This study will prove that Direct Method is effective in improving students’ mastery vocabulary in use English as foreign language naturally. This method will help to make a good atmosphere to learn English more naturally in the class room. 1.5.2 Practical Significance From this study teacher and the writer can use this method to enrich their teaching method and their knowledge about the methodology and technique in teaching; it is very helpful to develop her creativity in teaching English as foreign language. 1.5.3 Pedagogical Significance This study shows that the knowledge of methodology and technique in teaching would be essential for a teacher in order to enable him/her to develop creativity and effective techniques in teaching. Beside that this study also shows that using English naturally in daily English learning helps students to using English more communicatively.
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1.6
Out Line of the Report Chapter I presents introduction of the study that contains background of
the study, reason for choosing the topic, statement of the problem, purpose of the study, and significance of the study. Chapter II presents review of related literature that contains review of the previous study, theoretical background, and framework of the present study. Chapter III presents method of study that contains research design, object of the study, population and sample, research variables, type of data, instrument for collecting data, technique of collecting data analysis. Chapter IV presents findings and interpretation of the study that contain try out analysis, and test analysis. Chapter V presents conclusion and suggestion that have taken by the writer after done the research study.
CHAPTER II REVIEW OF RELATED LITERATURE This chapter presents the studies which were conducted previously before this research that divided into three stages, they are Review of the Previous Studies, Theoretical Background, and Framework of the Present Study.
2.1
Review of the Previous Study In this section the writer would like to talk about the study which where
conducted before. This section explains about foreign language learning and the principle in learning language. 2.1.1 Language Learning Nowadays, learning a foreign language became an important thing since globalizations begin. We need to communicate and cooperate with other people from other countries. Furthermore, the world has no limits and the communication technology develops very fast. Those condition forces people in all around the world to have knowledge of foreign language that is used as international language that used for international communication concerning many aspect of life. Wulanjani (2009:7) conducted research on teaching English vocabulary to Children that English is taught as the first foreign language in Indonesia. It has been taught from elementary school, junior high school, and senior high school to university for some semesters. Learning English as the first language is not easy.
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Students who are studying their mother tongue have not difficulty. Their minds are empty of the formulation of any languages. But for the students who are studying a foreign language, their minds are full of other language, the concept of which does not appear to be adequate for this new language. For all their similarities of the languages, the native language and the one have many differences in sound, writing system, and structure. Finocchiaro (1974: 12) states that learning foreign language is different from learning native language because the students’ environment in achieving their first language and a foreign language is different. 2.1.2 Principles of Learning Language Nugraheni (2006:1) conducted research on teaching English in lyric of song that language is a means of communication. People use language to express their ideas, to convey their message and so on. Ramelan (1972:16) states that language is a special characteristic of human because only human beings speak a language (language as a human criterion). Nevertheless, the ability to speak a language though innate in nature, it should be developed in a social group because it can’t automatically acquired like the instinct of animal. According to Finocchiaro (1972:18), the language items should be presented in the situation that will clarify meanings. She (1972:10) also pointed out that learning is favored when meaningful association is not only established between sounds and concept but also between concept and culture or social situation.
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Based on the Direct Method, language education refers to the teaching and learning of a language. It can refer to improving a learner’s native language; however, it is more commonly used with regard to second language acquisition that is the learning of a foreign or second language. As such, language education is a branch of applied linguistics.
2.2
Theoretical Background In this section the writer would like to talk about the review of theoretical
studies. This section explains about teaching vocabulary and direct method. 2.2.1 Teaching Vocabulary In this section the writer would like to talk about the general concept of vocabulary, background to the teaching vocabulary, method in teaching vocabulary, and memory strategies for learning new vocabulary. 2.2.1.1 General Concept of Vocabulary The vocabulary of a person is defined either as the set of all words that are understood by he/she. The vocabulary also can be defined as the set off all words likely used by that person when constructing new sentences. Tests of vocabulary are integral components of intellectual assessment within
psychology
(people.bu.edu/jpettigr/Artilces_and_Presentations/Vocabulary. htm at 13th May 2008). Level of vocabulary has been consistently found to predict overall level of intellectual functioning as well as educational achievement. Everyone from
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beginning learners in English often feels frustration because he/she not having the right immediately available in that lexicon one carries between one’s ears. 2.2.1.2
Background to the Teaching Vocabulary Vocabulary learning is one of the major challenges foreign language
learners face during the process of learning a language. Miller states that vocabulary is a key element in the second language class. While grammar is important for meaning, without vocabulary no message is conveyed. Language learners are faced on a daily basis with the task of acquiring, and retaining, new vocabulary. One of the main tasks of a language teacher, then, is to help students develop a sufficiently large vocabulary. Vocabulary is central to language and is of great significance to language learners. Words are the building blocks of a language since they label objects, actions, ideas without which people cannot convey the intended meaning. The prominent role of vocabulary knowledge in second or foreign language learning has been recently recognized by theorists and researchers in the field. Accordingly, numerous types of approaches, techniques, exercises and practice have been introduced into the field to teach vocabulary (Hatch & Brown, 1995). It has been suggested that teaching vocabulary should not only consist of teaching specific words but also aim at equipping learners with strategies necessary to expand their vocabulary knowledge (Hulstjin, 1993, cited in Morin & Goebel, 2001). According to Linse (2006: 122), vocabulary development is an important aspect of language development and the research that has been conducted in
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recent years is very exciting. A variety of studies have proven that appropriate vocabulary instruction benefits language students, especially school-age learners. According to McKeown and Beck (2003) it is important to use both formal and informal vocabulary instruction that engages students’ cognitive skills and gives opportunities for the learners to actually use the words. Having different learning opportunities will help improve learners’ overall language ability by improving their vocabulary. In the other words, the “goal is for students to become word-savvy, to develop an understanding of how words work within the context of reading and writing, and to become excited about words as they learn to manipulate them in playful ways” (Brand, 2004. p.4). Teachers should facilitate vocabulary learning by teaching learners useful words and by teaching strategies to help learners figure out meanings on their own (Nation, 2003). Useful words are words that students are likely to encounter-words that occur in a high frequency. Useful words are also words which are of interest and intriguing to children. Learners need to acquire vocabulary learning strategies in order to discover the meaning of new words. The strategies should be useful within the classroom as well as when learners are in a situation where they encounter new and familiar words on their own. The strategies should also help children acquire new vocabulary words that they hear and see. Vocabulary should be integrated into teaching the four skill-listening, speaking, reading, and writing. Vocabulary learning strategies are one part of language learning strategies which in turn are part of general learning strategies (Nation, 2001).
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Language learning strategies encourage greater overall self-direction for learners. Self-directed learners are independent learners who are capable of assuming responsibility for their own learning and gradually gaining confidence, involvement and proficiency (Oxford, 1990). 2.2.1.3
Method in Teaching Vocabulary Language learners are faced on a daily basis with the task of acquiring,
and retaining, new vocabulary. One of the main tasks of a language teacher, then, is to help students develop a sufficiently large vocabulary. Nevertheless, some language teachers ignore this fundamental fact, assuming that the vocabulary will take care of itself through repeated exposure and classroom activities. As I.S.P. Nation notes in "Teaching and Learning Vocabulary" (Heinle & Heinle:1990), however, developing a principled and systematic approach to teaching, as well as learning, vocabulary, can be a valuable use of class time. Direct vocabulary teaching occurs when teachers do exercises and activities in class that focus the learners’ attention on vocabulary, such as guessing meaning from context and vocabulary games. In direct vocabulary learning, therefore, a conscious effort is made by the learner to remember new words. While indirect learning is still where most vocabulary acquisition takes place, there is room for more direct teaching methods in the second language (L2) classroom, when and if certain factors are taken into consideration. In order to retain learned vocabulary, learners need to “meet” the words in a variety of contexts, anywhere from 5-16 different times. Learners’ best remember words when they have manipulated them in different ways, so variety is
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essential for vocabulary teaching. Recycling and reviewing vocabulary is an important part of the lesson plan as most new words are forgotten in the first twenty-four hours after class. For long-term retention, no more than 10-12 new words should be presented at a time. 2.2.1.4
Memory Strategies for Learning New Vocabulary New words need to be related to learners' existing knowledge (or
schema), sounds, images, personal feelings/responses, diagrams, etc. The following activities can be used to reinforce the learning of new vocabulary. First, connecting words to a personal experience. In this stage, learners can think about they way they respond to new words by categorizing them into groups: the words they like/dislike (e.g., based on the way they are spelled or pronounced), or the words they think will be easy (or difficult) to remember, and why. Second, sorting and ranking activities. In the case of learning a list of animals, for instance, learners can separate the new animals by dangerous/not dangerous, or eat/don’t eat. For a list of food, learners can rank the food items from those they like most to those they like least. Third, TPR (Total Physical Response). In this stage, learners associate a verb to an action (or an emotion to a gesture) by physically acting out the word. Fourth, pictorial representations. In this stage, the small drawings in context (a picture of a house labeled with window, door, roof, etc.) can aid retention of new words. Imaging, where learners use the way a word looks to associate it with its meaning, also helps. Fifth, grouping words by collocations. In this way for learners to manipulate and remember new words is to join them
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according to the words they are often found with. (i.e., idea: original, brilliant, unusual, great). 2.2.2
Theory of Direct Method In this section the writer would like to talk about the general concept of
Direct Method and the role to use Direct Method in teaching English vocabulary. 2.2.2.1
General Concept of Direct Method The direct method is not new. Its principles have been applied by
language teachers for many years. Most recently, it was revived as a method when the goal of instruction became learning how to use a foreign language to communicate. The direct method is based on the idea that people can learn a second language (L2) easier if it were taught without any use of the first language (L1). This way is supposed to simulate the way in which a student learns a first language (L1) because when a child acquires a first language (L1), he or she has no prior language to refer back to. In this method, the learner was to communicate in the target language in realistic conditions. One criticism of this method is that it is not easy to achieve in the classroom, which is obviously not a realistic situation. However, it does continue to draw a lot of support. Using English as much as possible in the classroom will emphasize to students that the English lesson is very different from any other lesson in the school. It will help to maintain a good English atmosphere, and it also will help students focus on learning and using the language. Also, if the teacher gives them instruction, asks question, and makes comments in English, the students will have
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to listen carefully to what teacher say all the time. This will keep them thinking in English because we only use a language well when we think in this language. It is important to avoid translation as much as possible and make students think in that language. When teacher use classroom English, they are helping that process. It means that the Direct Method is suitable for help to maintain a good English speaking atmosphere in classroom, and also help students focus on learning and using the language. Certainly, if the students are unfocused, they will stop enjoying English and this will become a real problem for the teacher. Everyone learns better when they enjoy their lessons. When learners stop enjoying them, they will have more difficulties in learning the language and they will become more difficult to teach. According to Diller (1978), the Direct Method has one basic visual aids, without resources to the students’ native rule: Translation is disallowed. In fact, the direct method receives its name from the fact that meaning is to be conveyed directly in the target language through the use of demonstration and language. In the Direct Method, the native language should be unused in the classroom because in order to associate meaning and the target language directly, when the teacher introduces a new target language word or phrase, she demonstrates its meaning through the use of realia, pictures, or pantomime; she never translate it into the students’ native language. Students speak in the target language a great deal and communicate as if they were in real situation. Grammar should be though inductively. There may never be given an explicit grammar rule given. Students practice vocabulary by using new words in complete sentences. Vocabulary is acquired more naturally if students use it in full sentences, rather
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than memorizing word list. It is emphasized over grammar. Although work on all four skills (reading, writing, speaking, and listening) occurs from the start, oral communication is seen as basic. Thus the reading and writing exercises are based upon what the students practice orally first. Pronunciation also receives attention right from the beginning of a course. Teachers intend that students learn how to communicate in the target language because the purpose of language learning is communication. In order to do this successfully, students should learn to think in English. In this method, although the teacher directs the class activities, the students role less passive. The teacher and the students are more like partners in the teaching or learning process. It is important to create feeling of confidence in the students because it will help students overcome difficulties in learning a foreign language and it’s also motivate them to learn English better. The initiation of the interaction goes both ways, from teacher to students and from students to teacher, and students also converse with one to another. Lesson should contain some conversational activity. Students should be encouraged to speak as much as possible. It means that the Direct Method is creating active learning in the learning process. To learn actively is better and more effective for the students than learning passively. Active learning is better because it links words and phrase to action, objects, ideas, and people in a strong and positive way. This helps the learners learn and remember. In the Direct Method, Language is primarily spoken, not written. Therefore, students study common, everyday speech in the target language
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(English). Beside that, they also study culture consisting of the history of the people who speak the target language (English), and information about the daily lives of the speakers of the language (Cross Culture Understanding). Evaluation in the Direct Method, students are using both oral and written skills. For example, the students might be interviewed orally by teacher or might be asked to write a paragraph about something they have studied. 2.2.2.2
Role to Use Direct Method in Class According to Diller (1978), Direct Method has one very basic rule, there
is translation is disallowed. The purpose of language learning is communication. Teachers who use the Direct Method intend that students learn how to communicate in the target language (English). In order to do this successfully, students should learn to think in English and the students’ native language should not be used in the classroom. Automatically, it makes students to use English vocabulary as much as possible in this learning process. Students learn English vocabulary more naturally with practice it in this method. It helps them to understand what the meaning of each word is and how to use it easier. It is better than just only memorize the meaning of the word without practice it. In order to associate meaning and the target language directly, the teacher introduces a new vocabulary with demonstrates its meaning through the use realia and visual aid so the language is made real. Concrete vocabulary is taught through demonstration, objects, and pictures although abstract vocabulary is taught by association of ideas. Teacher makes students to communicate in the target language as if they were in real situation. Students practice vocabulary by
19
using new words in complete sentences. Vocabulary is acquired more naturally if students use it in full sentences, rather than memorizing word list. It is emphasized over grammar. Although work on all four skills (reading, writing, speaking, and listening) occurs from the start, oral communication as seen as basic. Thus reading and writing exercises are based upon what the students practice orally first. Pronunciation also receives attention right from the beginning of a course. In this study, students should be encouraged to using English vocabulary as much as possible by practice it, so they are not only memorizing the vocabulary list.
2.3
Framework of the Present Study In this section the writer would like to talk about the framework of her
present study. According to Miller states that vocabulary is a key element in the second language class. While grammar is important for meaning, without vocabulary no message is conveyed. Language learners are faced on a daily basis with the task of acquiring, and retaining, new vocabulary. One of the main tasks of a language teacher, then, is to help students develop a sufficiently large vocabulary. Vocabulary is central of language. Words are the building blocks of a language since they label objects, actions, ideas without which people cannot convey the intended meaning. The prominent role of vocabulary knowledge in second or foreign language learning has been recently recognized by theorists and
20
researchers in the field. Accordingly, numerous types of approaches, techniques, exercises and practice have been introduced into the field to teach vocabulary (Hatch & Brown, 1995). It has been suggested that teaching vocabulary should not only consist of teaching specific words but also aim at equipping learners with strategies necessary to expand their vocabulary knowledge (Hulstjin, 1993, cited in Morin & Goebel, 2001). Because of it, the writer chooses Direct Method for her research study to improve the students’ ability in mastery vocabulary because it is a method that refrains from using the learners’ native language and just uses the target language. In this method, teaching vocabulary have done through pantomiming, realia and other visuals and using English as much as possible in the classroom. It will emphasize to students that the English lesson is very different from any other lesson in the school. It will help to maintain a good English speaking atmosphere, and it also will help students focus on learning and using the language. Also, if the teacher gives them instruction, asks question, and makes comments in English, the students will have to listen carefully to what teacher say all the time. This will keep them thinking in English because we only use a language well when we think in the language. It is important to avoid translation as much as possible and make students think in that language. When teacher use classroom English, they are helping that process. It means that the Direct Method is suitable for help to maintain a good English speaking atmosphere in classroom, and also help students focus on
21
learning and using the language. Certainly, if the students are unfocused, they will stop enjoying English and this will become a real problem for the teacher. Everyone learns better when they enjoy their lessons. When learners stop enjoying them, they will have more difficulties in learning the language and they will become more difficult to teach. In the Direct Method, students practice vocabulary by using new words in complete sentences. Vocabulary is acquired more naturally if students use it in full sentences, rather than memorizing word list. Teachers intend that students learn how to communicate in the target language because the purpose of language learning is communication. In order to do this successfully, students should learn to think in English. So it will make students to use many English vocabularies as much as possible in this learning process. Beside that in this method, teacher and students are more like partners in the teaching or learning process. Because it is important to create feeling of confidence in the students because it will help students overcome difficulties in learning English as foreign language beside that it’s also motivate them to learn English better. The initiation of the interaction goes both ways, from teacher to students and from students to teacher, and students also converse with one to another. It means that the Direct Method is creating active learning in the learning process. To learn actively is better and more effective for the students than learning passively. Active learning is better because it links words and phrase to
22
action, objects, ideas, and people in a strong and positive way. This helps students learn and remember the vocabulary naturally. It will make students to use many English vocabularies as much as possible, so automatically students able to improve their proficiency of vocabulary.
CHAPTER III METHOD OF THE STUDY This chapter presents method of the study which is divided into six sub sections. They are research design, object of the study, population and sample, research variables, types of data, instruments of collecting data, procedure of collecting data, and technique of collecting data analysis.
3.1
Research Design Research is a human activity based on intellectual investigation and is
aimed at discovering interpreting and revising human knowledge on different aspect of the world. According to Mursid Saleh (2007:2) pointed that research is a systemic attempt to provide answers to questions. Research is needed because it will help to provide statements or opinions, beside that research will help to find solution of the cases or problems which human meet in their surrounding. Basic research is concerned with the relationship between two or more variables. It as carried out by identifying a problem, examining selected relevant variables through literature review, constructing hypothesis where possible, creating a research design to investigate the problem, collecting and analyzing appropriate data, and then drawing conclusions about the relationships of the variables. This study deals with methods for the study. It is very crucial in every research since it can be used to achieve the objectives of the study which have been studied before. In this study, the writer would like to use quantitative 23
24
research which is consist of experimental group and control group, pre-test, treatment, and post-test treatment. 3.1.1 Quantitative Research In this report, quantitative research is the research that used the design experiment. The steps in this research are: Research
Identifying Problem The students’ mastery of vocabulary is not satisfactory
Quantitative Tested the Concept of Direct Method
Hypotheses H1 = The Direct Method will be effective in improving students’ mastery vocabulary. H0 = The Direct Method will be not effective in improving students’ mastery vocabulary.
25
3.1.2 Experimental Design Table 3.1 Experimental Design
3.2
Sample
Pre- Test
Treatment
Post Test
Experiment Group
X
Direct Method
X
Control Group
X
Conventional Method
X
Object of the Study In this research, the writer involved all students of year X at SMA Negeri
6 Semarang in academic year 2008/2009, which is located on Jl. Ronggolawe No. 4 Semarang. There were 399 students consisted 166 boys and 233 girls. The samples in this research are students in class X.2 (39 students) as the control group (see appendix 4) and students in class X.4 (40 students) as the experiment group (see appendix 5). The writer chooses those classes for her research based on students daily systematic test score.
3.3
Population and Sample
3.3.1 Population In this research, the writer involved all of the 10th year students of SMA Negeri 6 Semarang in academic year 2008/2009. There were ten classes that consist of 399 students and four English teachers. According to the location of SMA Negeri 6 Semarang that is near the Ahmad Yani airport, so the writer concluded that the students of SMA Negeri 6 Semarang had the same characteristic with other school that located in the central district of the other big
26
city in Indonesia. They did not only study English in school but also many of them took the other English private course or the other English courses to develop their ability in English. 3.3.2 Sample In this experimental research, there were two classes that divided into two groups. There were X.2 that consisted of 39 students as the control group and X.4 that consisted of 40 students as the experiment group. The writer chooses those classes for her research based on students daily systematic test score that has similar average (see appendix 14).
3.4
Research Variables After formulating a hypothesis, writer identifies and labels the variables.
There are two main variables namely: (1)
Independent Variable (X) Independent variable is a stimulus variable or input that affects behavior (of dependent variable). In the context of this research, the independent variable (X) is the use of Direct Method in teaching English vocabulary.
(2)
Dependent Variable (Y) Dependent variable is a response variable or output. In the context of this research, the dependent variable (Y) is students’ mastery of English vocabulary.
27
According to the explanation above, it can be concluded that the independent variable (X) gives influence (affect) the dependent variable (Y).
3.5
Type of Data In this research there was one type of data that was used in this research. It
was quantitative data. Quantitative data, which provided numerical data, was obtained from vocabulary test result. The data for the purpose of this study were students’ scores after they were taught using (1) Direct Method for the experimental group and (2) Conventional Method for the control group (see appendix 13).
3.6
Instrument for Collecting Data Collecting the data is the important part in a research. The result of the
research can be seen by analyzing the data. Therefore, the method of collecting the data should be accurate and appropriate with the research. In doing the experimental research, the writer uses some steps. Those are conducting try out, pre-test, and post-test. By giving try out, the writer able to analyzed the validity, level of difficulty, discriminating power, and reliability of the test item. By giving the pre test, she knows how far the students ability in mastering vocabulary and by giving the post test, she knows how far the effectiveness of direct method in teaching English vocabulary.
28
3.6.1 Try Out Try out test contained some questions which are given to students. The purpose of giving the try out test is selecting some questions which are qualified to be used in pre test and post test. The writer analyzes its’ validity, level of difficulty, discriminating power, and reliability. It consists of 50 multiple choice questions and 6 essays of vocabulary test (see appendix 6). Therefore, the test items in the pre-test were stable and consistent and had purpose to measure what was to be measured. The try out was conducted on November 3rd 2008 to 38 students of X-3 class of SMA Negeri 6 Semarang. In this meeting, the writer asked them about what they had learned in English lesson. Then, she gave them some question about topic of the lesson. By giving those questions, the writer could increase their motivation in following the next action. After giving the questions, the writer distributed the try out test which contained 56 questions in her final project. After that from those questions, she took 50 questions to be tested in the pre-test and post test which consisted of 44 multiple choices and 6 essays (see appendix 12).
3.6.1.1 Item Analysis A test item is considered to be good if it meets the criteria of Discriminating Power (DP) and Level of Difficulty (LD). 3.6.1.1.1 Procedure and Formula for Calculating DP and LD
29
To perform an item analysis, the respondents’ tests were arranged in order from the one with the highest cumulative score to the one with the lowest score. 27, 5% from the higher and 27, 5% from the lower groups were taken for the purpose of comparison. For the purpose of this study, there were 27, 5% from the upper group respondents and 27, 5% from the lower group respondents. Thus the total number of respondents included in the item analysis is 20 from the upper group plus 20 from the lower group; the total was forty. To facilitate the item analysis computation, the following formulas are applied (see appendix 7). Discriminating Power The formula that the writer used to measure the Discriminating Power (DP) is: DP = RU – RL ½N Where, DP = Discriminating Power RU = the number of students in the upper group who got the item right RL = the number of students in the lower group who got the item right N
= the total number of subjects (n) is 40
Level of Difficulty The formula that the writer used to measure the Level of Difficulty (LD) is:
30
LD = RU + RL N Where, LD = Level of Difficulty RU
= the number of students in the upper group who got the item right
RL = the number of students in the lower group who got the
item
right N
= the total number of subjects (n) is 40
Standardize: Very Difficult
0, 30 – 0, 70
Very Easy
3.6.1.2 Test Analysis 3.6.1.2.1 Validity Before giving a test to students, the writer must know first whether the questions are valid or not. Tuckman stated that the validity of test represents the extent to which a test measures what is purpose to measure. Without analyzing the validity, a researcher may not use the proper questions which are suitable with the material. The formula that used in this study is stated as follows (see appendix 7):
r pbis
where,
=
M
p
− M S
t
t
p q
31
rpbis = the validity of the instrument Mp = mean of the subjects who have correct answer Mt = mean of total score St
= standard of deviation
p
= proportion of subjects answer correctly
q
=1–p
Criteria: The item is valid if rxy > r table (5% from the number of subjects (38) = 0,321)
3.6.1.2.2 Reliability The reliability of a test is defined as the extent to which the results can be considered consistent or table, (Brown, 1988: 98). The reliability shows the consistency of the test from one time to the other. In the other word, the reliability marks whether the test can be accepted or not by the students. The formula is stated as follows (see appendix 7):
rxy =
N. ΣXY – (ΣX) (ΣY)
.
{N. ΣX² – (ΣX)²} {N. ΣY² – (ΣY)²}
Where,
rxy
= correlation reliability of the test item
N
= the number of the students participating in the try out
32
X
= scores obtained from the first administration of the test item
Y
= scores obtained from the second administration of
the test
item ΣXY = the sum of product of paired X and Y ΣX² = the sum of the squared of x scores ΣY² = the sum of the squared of y scores Criteria: The item is reliable if rxy > r table (5% from the number of subjects (38) = 0,321)
3.6.2 Test Test is a kind of instrument that can be given orally, written, or behaviorally. In this research, the test contains vocabulary questions. In this case there were three kinds of test. They were pre-test, formative tests, and post-test. Those tests contain multiple choice items and essays. In order to analyze the Pretest and post-test, the writer used formula of t-test below: x
t = s
1
− x
1 + n 1
2
1 n 2
Where,
s =
(n 1
− 1 )s 12 + (n 2 − 1 )s 22 n1 + n2 − 2
33
3.7
Procedure of Collecting Data In this research, the data of students’ mastery of vocabulary are got by
used a test which is consist 44 multiple choice items and 6 essays. This test has tested before because of it the validity, discriminating power, level difficulty, and the reliability of the instrument are guarantee (see appendix 7). Before the writer conducted the research, she gave the pre-test to the experimental group and the controlled group to measure the students’ ability in mastery vocabulary before the treatment was given by the writer. After that she conducted the different treatments between those groups, she used Direct Method for the experimental group and Conventional Method for the controlled group (see appendix 15). Then, she gave the post-test to measure the result and the improvement after doing the treatment. Beside that the writer also conducted formative test twice, in each two weeks. 3.7.1 Pre-Test
The first pre-test was conducted on May 5th 2009 to 40 students of X-4 SMA Negeri 6 Semarang as the experimental group and 38 students of X-2 SMA Negeri 6 Semarang as the controlled group. The writer gave students 90 minutes to finish the test. After that, the writer collected the pre-test which had been answered by students to analyze their scores. The purpose to conducting the pretest was to know how far the students’ ability in vocabulary mastery before they were given the actions. The result of the pre-test was very important in measuring their improvement after doing the actions. 3.7.2 Formative Test
34
Formative tests were conducted on May 12th 2009 and May 26th 2009 to 40 students of X-4 SMA Negeri 6 Semarang as the experimental group and 38 students of X-2 SMA Negeri 6 Semarang as the controlled group. The writer gave students 90 minutes to finish the test. Then, the writer collected the tests that had been answered by students to analyze their scores (see appendix). In taught the lesson, the writer gave the material of the lesson based on the KTSP (see appendix 1), Syllabus (see appendix 2), and Lesson Plan or RPP (see appendix 3). In first week, the writer taught about recount by using puppets (see appendix 3) and narrative by using comic of “Goldilocks Story” that taken from http://www.british council.org/learnenglish (see appendix 3). The writer made the competition atmosphere in experimental class by using system scoring, beside that she also gave the prize to the student or group that had the highest score in class. The writer made students to discuss, speak, and keep thinking in English about everything that related to the topic of the lesson and about what they saw in the pictures that was showed by the writer. Beside that in the controlled groups, the writer conducted the same activities but in this class, she used the conventional method where translation was not disallowed different like in the experimental groups that only used English without translation. After that the writer conducted the first formative test (see appendix 8). In the second week, the writer taught about narrative used movie and procedure used picture of origami (see appendix 3). She used the narrative movie that titled Kungfu Panda. After students saw the movie, they should discuss in group and presented the result of their discussion in front of class. Beside that, the
35
writer also used the role play that able to motivate students to improve their skill in communication using English vocabulary as much as possible (see appendix 3). Then, the writer conducted the second formative test (see appendix 10). 3.7.3 Post-Test
The last activity was post-test that was conducted on June 2nd 2009 to40 students of X-4 SMA Negeri 6 Semarang as the experimental group and 38 students of X-2 SMA Negeri 6 Semarang as the controlled group. The post-test was given in order to know the students’ improvement after they were given the actions. The test items contained 44 multiple choice items and 6 essays which had similar with the pre-test items (see appendix 7). This post-test spent 90 minutes.
3.8
Technique of Data Analysis In this research, they are two steps that used to analysis the data. Those
are: (1)
Analysis of the try out test (Discriminating Power, Level of Difficulty, Validity, and Reliability)
(2)
Tabulation data of the research result (pre-test data, post-test data from the experiment and control group)
(3)
T-test for evaluate the data of pre-test, post test, and differences between both pre-test and post test.
CHAPTER IV FINDINGS AND INTERPRETATION In this chapter, the writer would like to present each of the data found in the activities. The analysis of each activity was started from the try out analysis and the tests analysis. The writer decides to give the detail explanation of each analysis to make it clear as follows:
4.1
Try Out Analysis Try out analysis has to be done because the result of the analysis will
decide which test items used in pre-test. This analysis covered the analysis of validity, discriminating power, level of difficulty, and reliability. 4.1.1 Validity
In order to measure validity for each number, the writer used Biserial Correlation formula. The formula is stated as follows: rpbis =
Mp − Mt St
p q
Where,
rpbis = the validity of the instrument Mp = mean of the subjects who have correct answer Mt = mean of total score St
= standard of deviation
p
= proportion of subjects answer correctly
q
=1–p 36
37
Based on the formula, the writer takes item number 1 as the sample and for the other items will use the same formula. By using that formula the writer obtain
Mp = =
Sum of the subject who have correct answers Sum of the subject who have correct answers number item 1 1193 33
= 36.15 Mt
=
Total score Total subject
=
1278 38
= 33.63 p
proportion of subjects answers correctly Total subject
= =
33 40
= 0.83 q
=
1
p =
that:
St =
ΣY2 - (ΣY) 2/N N
1
0.83 =
0.18
38
Where,
ΣY2 = the sum of the squared of Y scores ΣY
= the total score of correct answer
N
= number of students
=
St
rpbis =
46868 - (1278) 38 38 36.15
2
33.63 10.11
= 10.11
0.83 0.18
= 0.640 On α = 5% with N= 38 it is obtained = 0,321. Because of rxy > r table, so the item number 1 was valid. Based the formula, the writer got 6 items were in valid. There were number 13, 23, 28, 38, 45, and 49. 4.1.2 Discriminating Power
Discriminating Power (DP) analysis is needed to know the discrimination between students in the upper group and the students in the lower group. The formula that the writer used to analyze the Discriminating Power is: DP
=
RU - RL 1/2 T
Where, DP = the Discriminating index. RU = the number of students in upper group who answered the item correctly.
39
RL = the number of students in lower group who answered the item. ½ T = the number of students in one group. The following is the example of the computation of the discriminating power of item number 1, and for the other items will use the same formula. Table 4.1 The Computation of the DP of Item Number 1
No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
DP
= =
Upper Group Code Score T-21 1 T-10 1 T-24 1 T-12 1 T-08 1 T-26 1 T-36 1 T-19 1 T-05 1 T-01 1 T-18 1 T-22 1 T-04 1 T-13 1 0 19 0 0 = + 0 0 = 0 Sum 33 33
19
No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
Lower Group Code Score T-28 1 T-34 1 T-30 1 T-31 1 T-06 1 T-07 1 T-17 1 T-27 1 T-14 1 T-38 1 T-37 1 T-23 0 T-32 0 T-20 0 0 14 0 0 0 0 0 0 0 0 Sum 25
25
0.42
After finding the Discriminating Power (DP), the writer matched the result to the table of Discriminating Power Criteria as stated below:
40
Interval DP < < DP < < DP < < DP < < DP <
0.00 0.20 0.40 0.70
0.00 0.20 0.40 0.70 1.00
Criteria Very Poor Poor Satisfactory Good Excellent
According to the criterions, the item number 1 was good because DP = 0.42. In this analysis six items were categorized very poor, there were 13, 23, 30, 38, 45, and 48. Two items were categorized poor, there were 28 and 52. Nine items were categorized good, there were 9, 17, 18, 20, 26, 33, 34, 35, and 37. Thirty nine items were categorized satisfactory, there were 1, 2, 3, 4, 5, 6, 7, 8, 10, 11, 12, 14, 15, 16, 19, 21, 22, 24, 25, 27, 29, 31, 32, 36, 39, 40, 41, 42, 43, 44, 46, 47, 49, 50, 51, 53, 54, 55, 56. 4.1.3 Level of Difficulty
In analyzing the Level of Difficulty, the writer used formula which is stated as follows: ID
=
RU
+ RL T
Where, ID
= index of difficulty of item.
RU
= the number of students in upper group who answered the item correctly.
RL
= the number of students in lower group who answered the item correctly.
T
= the real number of the students.
41
The following is the example of the computation of the level of difficulty of item number 1, and for the other items will use the same formula. Table 4.2 The Computation of the LD of Item Number 1
No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
Upper Group Code Score T-25 1 T-21 1 T-10 1 T-24 1 T-12 1 T-08 1 T-26 1 T-36 1 T-19 1 T-05 1 T-01 1 T-18 1 T-22 1 T-04 1 T-03 1 T-15 1 T-29 1 T-35 1 T-13 1 Sum 19
ID =
19
+ 38
No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
Lower Group Code Score T-16 1 T-28 1 T-34 1 T-30 1 T-31 1 T-06 1 T-07 1 T-17 1 T-27 1 T-14 1 T-38 1 T-37 1 T-23 0 T-32 0 T-02 0 T-09 1 T-33 1 T-11 0 T-20 0 Sum 14
14
= 0.87 After finding the Discriminating Power (DP), the writer matched the result to the table of Discriminating Power Criteria as stated below:
0.00 0.30 0.70
Interval ID < ID < 0.30 < ID < 0.70 < ID < 1.00
Criteria Difficult Medium Easy
42
According to the criterions, the item number 1 was easy because ID = 0.87. In this analysis eight items were categorized difficult, there were 11, 21, 28, 35, 45, 47, 51, and 53. Twenty two items were categorized medium, there were 6, 7, 8, 9, 10, 13, 14, 15, 17, 20, 22, 25, 27, 33, 34, 37, 38, 41, 43, 46, 48, and 49. Twenty six items were categorized easy, there were 1, 2, 3, 4, 5, 12, 16, 18, 19, 23, 24, 26, 29, 30, 31, 32, 36, 39, 40, 42, 44, 50, 52, 54, 55, and 56. 4.1.4 Reliability
In this research, the writer used Spearman – Brown formula to analyze the reliability of the try out. The formula is stated as follows:
r 11
=
2 . r xy 1 + r xy
Where,
r11 = reliability of the test rxy = r½½ (index correlation of split even – odd number) In the find the r1/2 1/2, used split even - odd number, which the formula:
rxy =
Where,
ΝΣΧΥ − (ΣΧ )(ΣΥ )
{ΝΣΧ
2
}{
− (ΣΧ ) ΝΣΥ 2 − (ΣΥ ) 2
2
}
rxy = correlation reliability of the test item N
= the number of the students participating in the try out
X
= scores obtained from the first administration of the test item
Y
= scores obtained from the second administration of the test
ΣXY = the sum of product of paired X and Y
item
43
ΣX² = the sum of the squared of x scores ΣY² = the sum of the squared of y scores Criteria: The item is valid if rxy > r table (5% from the number of subjects (38) = 0,321)
There was the analysis of the validity item number, Table 4.3 The Analysis of the Validity Item
No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23
X 24 23 19 21 22 21 18 19 19 20 18 21 20 16 18 19 15 18 18 15 15 16 14
Y 23 24 26 24 23 23 24 22 22 21 22 19 20 23 21 20 24 21 20 23 23 22 18
X2 576 529 361 441 484 441 324 361 361 400 324 441 400 256 324 361 225 324 324 225 225 256 196
Y2 529 576 676 576 529 529 576 484 484 441 484 361 400 529 441 400 576 441 400 529 529 484 324
XY 552 552 494 504 506 483 432 418 418 420 396 399 400 368 378 380 360 378 360 345 345 352 252
44
24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 Σ
17 15 12 11 11 12 12 9 12 7 7 7 6 8 3 578
15 17 17 17 15 14 13 15 11 15 13 11 10 4 5 700
289 225 144 121 121 144 144 81 144 49 49 49 36 64 9 9828
225 289 289 289 225 196 169 225 121 225 169 121 100 16 25 13982
255 255 204 187 165 168 156 135 132 105 91 77 60 32 15 11529
By using that formula, we obtain that:
rxy = .
( 38 x 11529 ) – ( 578 x 700 )
.
{(38 x 9828 ) – ( 578 )} {( 38 x 13982) – (700)}
rxy = 0.8306 The result of rxy is applied to the reliability formula, r11 = . r11 =
2 x 0.831 . ( 1 + 0.38 )
0.907
On α = 5% with
N= 38 it was obtained rtabel = 0.321, because of
rxy (0.907) > r table (0.321), so the instrument was reliable.
45
4.2
Tests Analysis In order to know the result of the research study, the writer used two kinds
of test. They were pre-test and post test. Those test had similar formula to analyze the result. The formula is stated as follows: The percentage of the score =
The total score . x 100% The number of the students
4.2.1 Pre Test
In this research, the pre-test was followed by 40 students of X-4 SMA Negeri 6 Semarang as the experimental group and 39 students of X-2 SMA Negeri 6 Semarang as the controlled group. From this test, the writer found that there was a similar score between experimental and controlled group on the pre-test, the experimental group similar as the controlled group. x
t = s
1
− x
2
1 1 + n1 n 2
Where, s=
(n1 − 1)s12 + (n 2 − 1)s22 n1 + n 2 − 2
Hα is accepted if t value > t (1-α) (n1+n2-2) Experimental Group
Controlled Group
Sum
2538
2467
n
40
39
x
63.45
63.26
46
Variance (s2)
98.0487
73.8799
Standard deviation (s)
9.90
8.60
S=
(40 – 1) 98.05 + (39 – 1) 73.88 40 + 39 – 2
t=
63.45 – 63.26
= 9.28015
= 0.093
9.28015 1/40 + 1/39 For α = 5% and df = 40 + 39 - 2 = 77, t(0.95)(77) = 1.99 Since t value < t table, it means there was a similar score between experimental and controlled group on the pre-test, the experimental group similar as the controlled group. From the pre-test, the writer found that the total score was 2538 for experimental group. The computation is:
The percentage of the score = =
The total score . x 100% The number of the students 2538 x 100% 40
= 63.45% And the total score of controlled group was 2467. The computation is: The percentage of the score = =
The total score . x 100% The number of the students 2467 x 100% 39
= 63.25%
47
From the computation, the percentage of the pre test score between experimental group and controlled group were similar. If the result of the formative tests and post-test were better, it showed that the methods can improve the students’ vocabulary mastery. 4.2.2 Formative Tests 4.2.2.1
First Formative Test
The first formative test was followed by 40 students of X-4 SMA Negeri 6 Semarang as the experimental group and 39 students of X-2 SMA Negeri 6 Semarang as the controlled group. Then, the writer summarized all of the scores, and from this test the total score of experimental group was 3104. The computation is shown below: The percentage of the score =
The total score . x 100% The number of the students
= 3104 x 100% 40 = 77.6% And for the controlled group, the total score of this first formative test was 3110. The computation is stated as follows: The percentage of the score =
The total score . x 100% The number of the students
= 3110 x 100% 39 = 79.7% Based on the computation, the writer found that the percentage of the first formative test was 77.6% for the experimental group and 79.7% for the
48
controlled group. It showed that the students could absorb the material lesson and the method could improve their vocabulary mastery, because the result was better than the pre-test result although in this first formative test the controlled group got the better result than experimental group. 4.2.2.2
Second Formative Test
The second formative test was followed by 40 students of X-4 SMA Negeri 6 Semarang as the experimental group and 39 students of X-2 SMA Negeri 6 Semarang as the controlled group. Then, the writer summarized all of the scores, and from this test the total score of experimental group was 1037. The computation is shown below: The percentage of the score =
The total score . x 100% The number of the students = 3247 x 100% 40 =
81.2%
And for the controlled group, the total score of this first formative test was 3110. The computation is stated as follows: The percentage of the score = =
The total score . x 100% The number of the students 3082 x 100% 39
= 79.03% Based on the computation, the writer found that the percentage of the second formative test was 81.2% for the experimental group and 79.03% for the controlled group. It means that the students of experimental group that used direct
49
method could improve vocabulary mastery better than controlled group that used conventional method. 4.2.3
Post Test
The post-test was conducted to know the students’ improvement after the writer had given the students those two different methods. It was followed by 40 students of X-4 SMA Negeri 6 Semarang as the experimental group and 39 students of X-2 SMA Negeri 6 Semarang as the controlled group. Since t value > t table, it means there was a difference between experimental and controlled group on the post-test, the experimental was higher than the controlled.
The computation is stated as follows: x
t = s
1
− x
2
1 1 + n1 n 2
Where,
s=
(n1 − 1)s12 + (n 2 − 1)s22 n1 + n 2 − 2
Hα is accepted if t value > t (1-α (n1+n2-2) Experimental Group
Controlled Group
Sum
2888
2595
n
40
39
x
72.20
66.54
Variance (s2)
52.6769
73.0972
Standard deviation (s)
7.26
8.55
50
S=
(40 - 1) 52.68 + (39 - 1) 73.10 40 + 39 - 2
t=
72.20 – 65.54
= 7.92177
= 3.176
7.92177 1/40 + 1/39
For α = 5% and df = 40 + 39 - 2 = 77, t(0.95)(77) = 1.99 From the post-test, the writer found that the total score was 2888 for experimental group. The computation is: The percentage of the score = =
The total score . x 100% The number of the students 2888 x 100% 40
= 72.2% And the total score of controlled group was 2595. The computation is: The percentage of the score = =
The total score . x 100% The number of the students 2595 x 100% 39
= 66.54% Based on the computation, the writer found that the percentage of the posttest was difference between experimental group and controlled group. They were 72.2% for the experimental group and 66.54% for the controlled group. It means that the students of experimental group that used direct method could improve vocabulary mastery better than controlled group that used conventional method.
51
Beside that, the result of this post test higher than pre-test result. It showed that there was improvement of vocabulary master after the writer had used Direct Method in class.
CHAPTER V CONCLUSION AND SUGGESTIONS
This chapter presented the conclusion that had been concluded by the writer after finished this research, beside that it also contained some suggestions from the writer for the development of English learning method.
5.1
Conclusion Based on the result of the analysis in previous chapter, the writer can
conclude that the students’ progress during the teaching and learning activity by using Direct Method was good. The students’ achievement in English vocabulary was improved; it was supported by the result of the post-test that was higher. It means that Direct Method is effective in improving students’ proficiency of English vocabulary. Because vocabulary is easier to learn if it is used naturally like in the Direct Method. It is better than study it by memorizing or just remembering so Direct Method makes good atmosphere to students in using English more communicatively.
5.2
Suggestions Based on the conclusion above, the writer would like to offer some
suggestion: (1)
The use of Direct Method should be maintained and recommended to English teacher in order to create a good atmosphere in English learning.
52
53
(2)
The teacher should be able to create the appropriate instruments to teach vocabulary, so the students will enjoy the lesson.
(3)
In the English learning process, teacher should make students to use English vocabulary by always practice it in natural way. It is better than just memorizing list of the words.
BIBLIOGRAPHY Ramelan. 1982. Introduction to Linguistic Analysis. Semarang: IKIP Semarang Press. Harmer, J. 2002. The Practice of English Language Teaching. New York: Longman Inc. Freeman, L. 2000. Techniques and Principles in Language Teaching. Oxford: Oxford University Press. Maley, A. 2007. Classroom English. Bangkok: Assumption University. Shi, A. 2006. Accommodation in Translation. Shanxi: Xinzhou Teachers University. Tuton, N. 1979. Industrial English: An Example of Theory and Practice in Functional Language Teaching. RELC Journal, I/6: 90 – 5 Mahmoud, U. 2006. Translation and Foreign Language Reading Comprehension: a Neglected Didactic Procedure. English Teaching Forum, April. Hlm. 28 – 33. Education. Online at http://en.wikipedia.org/wiki/education [accessed 13/01/08] Ur, Penny. 1988. Grammar Practice Activities: A practical guide for teachers. Cambridge: Cambridge University Press. Haris, David P. 1969. Testing English as a Second Language. New York: McGraw-Hill, Inc. Finnochiaro. 1973. The Foreign Language Learner: A Guide for Teacher. England: Longman. 54
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Linse. 2006. Practical English Language Teaching. Young Learners. New York: McGraw-Hill Companies, Inc. Nation, Paul, Waring Robert. Vocabulary Size, Text Coverage and Word List. Online at www.WordHacker.com. [accessed 03/05/08] Miller, Kari. (2007). EFL Vocabulary Teaching Tips. Direct Teaching Activities for Second Language Learners. Online at http://www.suite101.com/daily.cfm/2007-09-18 [accessed 03/05/08] Ghazal, Lotfi. Learning Vocabulary in EFL Context through Vocabulary Learning Strategies. Islamic Azad University. On line at
[email protected]/
[email protected] [accessed 03/05/08] Self-Evaluation Kit. Online. Microsoft®Encarta®2006®1993-2005.Microsoft Corporation. All Rights Reserved. [accessed 20/02/08]
Appendix 1 38. Mata Pelajaran Bahasa Inggris untuk Sekolah Menengah Atas (SMA)/ Madrasah Aliyah ( MA) A. Latar Belakang
Bahasa memiliki peran sentral dalam perkembangan intelektual, sosial, dan emosional peserta didik dan merupakan penunjang keberhasilan dalam mempelajari semua bidang studi. Pembelajaran bahasa diharapkan membantu peserta didik mengenal dirinya, budayanya, dan budaya orang lain. Selain itu, pembelajaran bahasa juga membantu peserta didik mampu mengemukakan gagasan dan perasaan, berpartisipasi dalam masyarakat, dan bahkan menemukan serta menggunakan kemampuan analitis dan imaginatif yang ada dalam dirinya. Bahasa Inggris merupakan alat untuk berkomunikasi secara lisan dan tulis. Berkomunikasi adalah memahami dan mengungkapkan informasi, pikiran, perasaan, dan mengembangkan ilmu pengetahuan, teknologi, dan budaya. Kemampuan berkomunikasi dalam pengertian yang utuh adalah kemampuan berwacana, yakni kemampuan memahami dan/atau menghasilkan teks lisan dan/atau tulis yang direalisasikan dalam empat keterampilan berbahasa, yaitu mendengarkan, berbicara, membaca dan menulis. Keempat keterampilan inilah yang digunakan untuk menanggapi atau menciptakan wacana dalam kehidupan bermasyarakat. Oleh karena itu, mata pelajaran Bahasa Inggris diarahkan untuk mengembangkan keterampilan-keterampilan tersebut agar lulusan mampu berkomunikasi dan berwacana dalam bahasa Inggris pada tingkat literasi tertentu. Tingkat literasi mencakup performative, functional, informational, dan epistemic. Pada tingkat performative, orang mampu membaca, menulis, mendengarkan, dan berbicara dengan simbol-simbol yang digunakan. Pada tingkat functional, orang mampu menggunakan bahasa untuk memenuhi kebutuhan hidup sehari-hari seperti membaca surat kabar, manual atau petunjuk. Pada tingkat informational, orang mampu mengakses pengetahuan dengan kemampuan berbahasa, sedangkan pada tingkat epistemic orang mampu mengungkapkan pengetahuan ke dalam bahasa sasaran (Wells,1987). Pembelajaran bahasa Inggris di SMP/MTs ditargetkan agar peserta didik dapat mencapai tingkat functional yakni berkomunikasi secara lisan dan tulis untuk menyelesaikan masalah sehari-hari, sedangkan untuk SMA/MA diharapkan dapat mencapai tingkat informational karena mereka disiapkan untuk melanjutkan pendidikannya ke perguruan tinggi. Tingkat literasi epistemic dianggap terlalu tinggi untuk dapat dicapai oleh peserta didik SMA/MA karena bahasa Inggris di Indonesia berfungsi sebagai bahasa asing. 56
57
B. Tujuan
Mata Pelajaran Bahasa Inggris di SMA/MA bertujuan agar peserta didik memiliki kemampuan sebagai berikut. 1. Mengembangkan kompetensi berkomunikasi dalam bentuk lisan dan tulis untuk mencapai tingkat literasi informational 2. Memiliki kesadaran tentang hakikat dan pentingnya bahasa Inggris untuk meningkatkan daya saing bangsa dalam masyarakat global 3. Mengembangkan pemahaman peserta didik tentang keterkaitan antara bahasa dengan budaya.
C. Ruang Lingkup Ruang lingkup mata pelajaran Bahasa Inggris di SMA/MA meliputi:
ng 1. kemampuan berwacana, yakni kemampuan memahami dan/atau menghasilkan teks lisan dan/atau tulis yang direalisasikan dalam empat keterampilan berbahasa, yakni mendengarkan, berbicara, membaca dan menulis secara terpadu untuk mencapai tingkat literasi informational; 2. kemampuan memahami dan menciptakan berbagai teks fungsional pendek dan monolog serta esei berbentuk procedure, descriptive, recount, narrative, report, news item, analytical exposition, hortatory exposition, spoof, explanation, discussion, review, public speaking. Gradasi bahan ajar tampak dalam penggunaan kosa kata, tata bahasa, dan langkah-langkah retorika; 3. kompetensi pendukung, yakni kompetensi linguistik (menggunakan tata bahasa dan kosa kata, tata bunyi, tata tulis), kompetensi sosiokultural (menggunakan ungkapan dan tindak bahasa secara berterima dalam berbagai konteks komunikasi), kompetensi strategi (mengatasi masalah yang timbul dalam proses komunikasi dengan berbagai cara agar komunikasi tetap berlangsung), dan kompetensi pembentuk wacana (menggunakan piranti pembentuk wacana).
58
D. Standar Kompetensi dan Kompetensi Dasar Kelas X, Semester 1 Standar Kompetensi
Kompetensi Dasar
Mendengarkan
1. Memahami makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari
Merespon makna yang terdapat dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi yang menggunakan ragam bahasa lisan sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: berkenalan, bertemu/berpisah, menyetujui ajakan/tawaran/ undangan, menerima janji, dan membatalkan janji Merespon makna yang terdapat dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi yang menggunakan ragam bahasa lisan sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: mengungkapkan perasaan bahagia, menunjukkan perhatian, menunjukkan simpati, dan memberi instruksi
2. Memahami makna teks 2.1 Merespon makna secara akurat, lancar dan fungsional pendek dan berterima dalam teks lisan fungsional teks monolog sederhana pendek sederhana (misalnya berbentuk recount, pengumuman, iklan, undangan dll.) resmi narrative dan procedure dan tak resmi dalam berbagai konteks dalam konteks kehidupan sehari-hari kehidupan sehari-hari 2.2 Merespon makna dalam teks monolog sederhana yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari dalam teks: recount, narrative, dan procedure
59
Standar Kompetensi
Kompetensi Dasar
Berbicara
3. Mengungkapkan makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari
Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan seharihari dan melibatkan tindak tutur: berkenalan, bertemu/berpisah, menyetujui ajakan/tawaran/ undangan, menerima janji, dan membatalkan janji Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan seharihari dan melibatkan tindak tutur: mengungkapkan perasaan bahagia, menunjukkan perhatian, menunjukkan simpati, dan memberi instruksi
4. Mengungkapkan makna 4.1 Mengungkapkan makna dalam bentuk teks dalam teks fungsional fungsional pendek (misalnya pendek dan monolog pengumuman, iklan, undangan dll.) resmi berbentuk recount, dan tak resmi dengan menggunakan ragam narrative dan procedure bahasa lisan dalam berbagai konteks sederhana dalam kehidupan sehari-hari. konteks kehidupan 4.2 Mengungkapkan makna dalam teks sehari-hari monolog sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari dalam teks berbentuk: recount, narrative, dan procedure 5.1 Merespon makna dalam teks tulis fungsional pendek (misalnya 5. Memahami makna teks pengumuman, iklan, undangan dll.) resmi tulis fungsional pendek dan tak resmi secara akurat, lancar dan dan esei sederhana berterima dalam konteks kehidupan sehariberbentuk recount, hari dan untuk mengakses ilmu narrative dan procedure Membaca
60
Standar Kompetensi
dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan
Kompetensi Dasar
pengetahuan 5.2 Merespon makna dan langkah retorika teks tulis esei secara akurat, lancar dan berterima dalam konteks kehidupan seharihari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: recount, narrative, dan procedure
Menulis
Mengungkapkan makna dalam bentuk teks tulis fungsional pendek (misalnya dalam teks tulis pengumuman, iklan, undangan dll.) resmi dan fungsional pendek dan tak resmi dengan menggunakan ragam bahasa esei sederhana tulis secara akurat, lancar dan berterima dalam berbentuk recount, konteks kehidupan sehari-hari narrative, dan procedure dalam konteks Mengungkapkan makna dan langkahkehidupan sehari-hari langkah retorika secara akurat, lancar dan berterima dengan menggunakan ragam bahasa tulis dalam konteks kehidupan sehari-hari dalam teks berbentuk: recount, narrative, dan procedure
6. Mengungkapkan makna
SILABUS SMA/MA: SMA Negeri 6 Semarang Mata Pelajaran: Bahasa Inggris Kelas/Semester: X (sepuluh)/I (satu) Standar Kompetensi: 1. Mendengarkan Memahami makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari. 3. Berbicara Mengungkapkan makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari. Kompetensi Dasar 1.1 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisa si) resmi dan tak resmi yang menggunaka n ragam bahsa lisan sederhana secara akurat,
-
Materi Pokok/Pembelajaran The expressions are used to introduce oneself or someone to someone else: May I introduce my self …. First, let me introduce myself …. Allow me to introduce my self …. Hi, I am …. My name is ….
The expressions are used to greeting or saying farewell to someone: - Hi, good morning! - Good night.
Kegiatan Pembelajaran 1. Mendengarkan9 percakapan interpersonal/ transaksional melalui bahanbahan rekaman. 9 2. Mendiskusikan tindak tutur yang digunakan dalam percakapan yang didengar secara 9 berpasangan.
Indikator
Penilaian
Siswa mampu mengidenti fi-kasi kata yang didengar.
Tes Tulis
Siswa mampu mengidenti fi-kasi makna kata yang telah didengar. Siswa mampu 61
Instrumen
Alokasi Sumber Waktu Belajar 2X45 1.Buku Transactional Dialogue teks menit yang I. Listen to the dialogue and relevan answer the following : questions! Look a Head Dialogue by Erlang (An American just go to ga Ahmad Yani Airport and she seems confused which transportation to take) Tono: Excuse me Ma’am, Would you mind if I help you? Stranger: Thank you, Mr….
62
Kompetensi Dasar lancar, dan berterima dalam konteks kehidupan sehari-hari yang melibatkan tindak tutur: berkenalan,b ertemu/berpisa h, menyetujui ajakan atau tawaran/unda -ngan, menerima janji, dan membatalkan janji.
Materi Pokok/Pembelajaran - Hello, nice to meet you! - How do you do? - How are you today? - Take care/See you. Bye! - I’ll look forward to seeing you soon. The expressions are used to offer something: - Would you mind if I ……? Would you mind if I+V2+O - Can I offer you …………? The expressions of accepting or refusing an offer: Accepting an offer/promise - No, not at all - No, of course not - No, that would be fine - Thank you - Yes, please - I’d love …. - It’s very kind of you. - That would be very nice. Refusing an offer/promise
Kegiatan Pembelajaran
Indikator
merespon tindak tutur berkenalan, bertemu, atau 3. Memberikan berpisah. respon atas tindak tutur 9 Siswa yang telah mampu didengar dan merespon yang telah tindak tutur diduskusikan menyetujui sebelumnya. ajakan/tawa ran/undang an.
Penilaian
Instrumen Tono: I am Tono. Just call me Tono, and you Ma’am? Stranger: My name’s Rose Johnson. You can call me Rose. I come from New York. How do you do? Tono: How do you do? Where are you heading Rose? Rose: I will go to Patrajasa Hotel. Do you happen to know where it is? Tono: I do, Rose. It will take you 20 minutes by taxi to get there. Rose: OK! Thanks Tono. Nice meeting you, Tono. See you. Tono: Nice to meeting you too, Rose. Take care. Bye!
Alokasi Sumber Waktu Belajar
2.Student English Work Book for Senior High School Students: Selektif
63
Kompetensi Dasar -
Materi Pokok/Pembelajaran unh – unh... (meaning no) I am sorry, I can’t ……... I afraid I can’t …………. I’m sorry to say it’s impossible…………..
Kegiatan Pembelajaran 4. Menjawab pertanyaan tentang isi percakapan.
The expressions of inviting someone: - Would you like to ………? Would you like to+V1+O - I’d very much like to …….. - You will ……. Won’t you? 5. Merespon ungkapan - Won’t you? yang - Come and ……… diucapkan guru. The expressions of accepting or refusing invitation: Accepting invitation - Thank you I’d like to ….. (very much) - That would be very nice. - I won’t say no! - All right.
Indikator 9 Siswa mampu merespon tindak tutur untuk menerima dan membatalk an janji.
Penilaian
Instrumen
Alokasi Sumber Waktu Belajar
Practice Answer the following questions! 1. Where did the conversation occur? …………………………… . 2. Who arrived in that conversation? …………………………… . 3. Where did the woman want to go? …………………………… . 4. How do you think the woman will go to the hotel? …………………………… . 5. What expression used to say good bye in the dialogue?
3.Bahanbahan rekaman
64
Kompetensi Dasar
Materi Pokok/Pembelajaran - I’d love to.... - With the greatest pleasure. Refusing invitation - I’m sorry ………… - I can’t ………. because…..... -
Pronunciation Can /kən/ Go /gəu/ Keep /kί:p/ Right /rait/ Give up /gί:ve ap/ Please /plί:z/ Sure /sə:(r)/ Would /wud/ Could /cud/ Persuade /pə`sweid/ Sorry /`sori/ Case /keis/ Correct /kə rekt/ Wish /wis/ Hope /həup/ Trust /trast/ Ought to / o:t tə/,etc
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen
Alokasi Sumber Waktu Belajar
………………………… …. Interpersonal Dialogue
II. Listen to the following text, and answer the questions! Rena:
How are you doing, Rena? Soni: Good, and how about you? Rena: Fine, thanks. You look so cheerful today. What’s up? Soni: I just feel excited today because my brother has just graduated from university. Rena: That’s great. Which university does he study and what major?
4.Script percak a-pan
65
Kompetensi Dasar
Materi Pokok/Pembelajaran Intonation - The High-Low Falling Intonation (231#) or (31#) - Order, Calls, and Exclamation Ex: Good morning, Sir! - Decided or final statement Ex: You look so cheerful today. - Question-word question (Informa-tion Question) Ex: How are you? - The Mid-High Rising Intonation (23//) - Yes-no question Ex: He is your brother, isn’t it? - Miscellaneous Emotional Statement Ex: That’s very good. Conversation Gambits - OK - I don’t think …. - Well,….
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen Soni:
University of Indonesia in Jakarta. His majors in Architecture. Rena: That’s very good. Conggratulation! Soni: Thank you. Rena: You are welcome. Practice Answer the following questions! 1. What were they talking about? …………………………… . 2. Who are in the conversation? …………………………… . 3. Whose brother that graduated from university?
Alokasi Sumber Waktu Belajar
66
Kompetensi Dasar -
Materi Pokok/Pembelajaran Actually,….. Wait! Fine, Thanks. What’s up? Excuse me,…
Grammar - Simple Present Tense S + to be + P(n/adv/adj) Ex: I am a student.
S + V1/Ves/s+O Ex: The teacher knows. - Simple Past Tense S + was/were + P(n/adv/adj) Ex: They were very lazy. S +V2/Ved+O Ex: I went to supermarket last week. Vocabulary
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen …………………………… .
9 Siswa mampu bertanya dan menjawab mengenai tindak tutur untuk berkenalan, bertemu/ber pi-sah.
Tes Lisan
Transactional Dialogue
I. Listen to the dialogue carefully and answer the question from the teacher orally! Dialogue Farel: Do you know where Shinta is? Gatot: I think she is in the library now. Why are you looking her anyway? Farel: I’ve just got something to tell her. Thanks guy.
Alokasi Sumber Waktu Belajar
67
Kompetensi Dasar -
Materi Pokok/Pembelajaran Prepare Excited Majors Graduated Conversation Offer Accept Refuse Look forward Soon Doubtful Etc
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen Farel: Here you are, Shinta. Shinta: Hi, Farel. How do you do? Farel: I need to tell you something. Shinta: What is it about? Farel: Do you still remember my promise to accompany you to museum. Shinta: Yes, what about it? Farel: Sorry, I don’t think keep my promise because I have to drive around my uncle from Bandung. Shinta: Well, I can understand it. That’s OK. Farel: Thank you so much for understanding me. Shinta: No problem. Practice
Alokasi Sumber Waktu Belajar
68
Kompetensi Dasar
Materi Pokok/Pembelajaran
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen
Alokasi Sumber Waktu Belajar
Answer the teacher questions orally! 1. Where did the conversation take place? (Student answers orally) 2. Farel looked for Shanti, wasn’t he? (Student answers orally) 3. Where was Shinta? (Student answers orally) 4. Did Farel keep his promise? (Student answers orally) The expressions are used 3.1 Mengungkapkan to introduce oneself or makna dalam someone to someone else: percakapan - May I introduce my self transaksional …. (to get things - First, let me introduce done) dan myself …. interpersonal - Allow me to introduce my (bersosialisasi self ….
9 Siswa mampu bertanya dan menjawab mengenai tindak tutur untuk menyetujui
5. Why did Farel cancel his promise? (Student answers orally) 6. Did Shinta angry to Farel? (Student answers orally) II. Listen to the dialogue
2X45 menit
69
Kompetensi Dasar
Materi Pokok/Pembelajaran ) resmi dan tak - Hi, I am …. resmi yang - My name is …. menggunakan ragam bahsa The expressions are used lisan to greeting or saying sederhana farewell to someone: secara akurat, - Hi, good morning! lancar, dan - Good night. berterima - Hello, nice to meet you! dalam konteks - How do you do? kehidupan - How are you today? sehari-hari - Take care/See you. Bye! yang - I’ll look forward to seeing melibatkan you soon. tinadak tutur: berkenalan,ber The expressions are used to offer something: temu/berpisah, - Would you mind if I ……? menyetujui Would you mind if ajakan atau I+V2+O tawaran/unda- - Can I offer you …………? ngan, menerima janji, dan membatalkan The expressions of janji. accepting or refusing an
Kegiatan Pembelajaran
Indikator ajakan/tawaran dan mene-rima undangan.
9 Siswa mampu bertanya dan menjawab mengenai tindak tutur untuk membatalka n janji.
Penilaian
Instrumen carefully and act it out! Dialogue Roro: Hi, Heri. How are you doing? Heri: Fine, thanks. What’s up? Roro: I’ve got something for you. Heri: What is that? Roro: Here it is. (Handing the invitation card) Heri: Wow, this invitation looks wonderful. May I open it here? Roro: Definitely. Heri: You are celebrating your seventeenth birthday. At Grand Candi Hotel. Wow, awesome!! Roro: So, see you at the hotel at 7 pm. Do come. Practice
Alokasi Sumber Waktu Belajar
70
Kompetensi Dasar
Materi Kegiatan Pokok/Pembelajaran Pembelajaran 1. Tanya jawab offer: menggali Accepting an offer/promise kosakata - No, not at all terkait - No, of course not topik/tema - No, that would be fine yang - Thank you dipelajari. - Yes, please - I’d love …. - It’s very kind of you. - That would be very nice. Refusing an offer/promise - unh – unh... (meaning no) - I am sorry, I can’t ……... - I afraid I can’t …………. - I’m sorry to say it’s impossible………….. The expressions of inviting someone: - Would you like to ………? Would you like to+V1+O - I’d very much like to …….. - You will ……. Won’t you? 2. Tanya jawab menggunakan - Won’t you? ungkapan - Come and ………
Indikator
Penilaian
Instrumen Performance from the students
Interpersonal Dialogue
Listen the dialogue carefully and answer the questions orally! Jill: Hey, Lisa. That’s a nice sweater you’re wearing, Lisa. Lisa: Thanks, Jill. I just got it recently, and it was real bargain, Jill: I need to buy some new clothes my self. Lisa: Why, Jill? I think you’re such good dresser. What happen with you? Jill: I’m sort of tired of my clothes. Lisa: Well, why don’t you
Alokasi Sumber Waktu Belajar
71
Kompetensi Dasar
Materi Pokok/Pembelajaran
Kegiatan Pembelajaran yang terkait dengan materi.
The expressions of accepting or refusing invitation: 3. Mendengarkan Accepting invitation - Thank you I’d like to ….. percakapan (very much) menggunakan - That would be very nice. ungkapan yang terkait. - I won’t say no! - All right. - I’d love to.... - With the greatest pleasure. Refusing invitation - I’m sorry ………… - I can’t ………. because…..... -
Pronunciation Can /kən/ Go /gəu/ Keep /kί:p/ Right /rait/
Indikator
Penilaian
Instrumen try to make your new clothes by your self? Jill: I don’t think so. Questions Answer the teacher question orally! 1. What do they talk about? ……………………….. 2. Is the sweater an expensive? ……………………….. 3. What does Jill need? ……………………….. 4. Why does she need it? ………………………... 5. How does Lisa suggestion for her? ………………………...
Alokasi Sumber Waktu Belajar
72
Kompetensi Dasar -
Materi Kegiatan Pokok/Pembelajaran Pembelajaran Give up /gί:ve ap/ Please /plί:z/ Sure /sə:(r)/ Would /wud/ Could /cud/ Persuade /pə`sweid/ Sorry /`sori/ Case /keis/ Correct /kə rekt/ Wish /wis/ Hope /həup/ Trust /trast/ Ought to / o:t tə/,etc Intonation The High-Low Falling Intonation (231#) or (31#) 4. Menjawab - Order, Calls, and Exclamation pertanyaaan Ex: Good morning, Sir! tentang isi - Decided or final percakapan. statement Ex: You look so cheerful today. - Question-word question (Informa-tion Question) Ex: How are you?
Indikator
Penilaian
Instrumen
Transactional and Interpersonal Dialogues
I. Choose one and create a dialogue based on the following situations and perform it in front of the class!
SITUATION I
Mira is a new student from Surabaya. Because
Alokasi Sumber Waktu Belajar
73
Kompetensi Dasar
Materi Pokok/Pembelajaran - The Mid-High Rising Intonation (23//) - Yes-no question Ex: He is your brother, isn’t it? - Miscellaneous Emotional Statement Ex: That’s very good. Conversation Gambits - OK - I don’t think …. - Well,…. - Actually,….. - Stop! - Wait! - Fine, - Thanks. - What’s up? - Excuse me,…. - Bye! Grammar - Simple Present Tense S + to be + P(n/adv/adj) Ex: I am a student.
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen of it she must introduce her self in her new class.
SITUATION II
Deny wants to invite Siska to celebrate his birthday party in Keboen Raja restaurant.
5. Bermain peran melakukan
Alokasi Sumber Waktu Belajar
74
Kompetensi Dasar
Materi Pokok/Pembelajaran S + V1/Ves/s+O Ex: The teacher knows. - Simple Past Tense S + was/were + P(n/adv/adj) Ex: They were very lazy. S +V2/Ved+O Ex: I went to supermarket last week. Vocabulary - Understand - Think - Excited - Graduated - Conversation - Offer - Accept - Refuse - Look forward - Soon - Afraid
Kegiatan Pembelajaran percakapan
Indikator
Penilaian
Instrumen
Alokasi Sumber Waktu Belajar
75
Kompetensi Dasar
Materi Pokok/Pembelajaran - Doubtful - Awesome
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen
Alokasi Sumber Waktu Belajar
76
SILABUS SMA/MA: SMA Negeri 6 Semarang Mata Pelajaran: Bahasa Inggris Kelas/Semester: X (sepuluh)/I (satu) Standar Kompetensi: 1. Mendengarkan Memahami makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari. 3. Berbicara Mengungkapkan makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari. Kompetensi Dasar 1.2 Merespon makna yang terdapat dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) sederhana secara akurat, lancer, dan berterima untuk berinteraksi dengan lingkungan sekitar yang
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Materi Kegiatan Pokok/Pembelajaran Pembelajaran The expressions of inviting 1. Mendengarkan9 someone: percakapan interpersonal/ Would you like to ………? transaksional Would you like to+V1+O melalui bahanI’d very much like to bahan …….. rekaman. You will ……. Won’t you? Won’t you? Come and ………
Indikator
Penilaian
Siswa mampu mengidenti fi-kasi kata yang didengar.
Tes Tulis
2. Mendiskusi- 9 Siswa The expressions of kan tindak mampu accepting or refusing tutur yang mengidenti invitation: digunakan fi-kasi Accepting invitation dalam makna kata - Thank you I’d like to ….. percakapan yang telah (very much) yang didengar didengar. - That would be very nice.
Instrumen
Alokasi Sumber Waktu Belajar 2X45 1.Buku Transactional Dialogue menit teks yang I. Listen to the dialogue relevan carefully and complete the : sentences! Look a Head Dialogue by Erlang Roro: Hi, Heri. How are you ga doing? Heri: Fine, thanks. What’s up? Roro: I’ve got something for you. 2.Studen Heri: What is that? t Roro: Here it is. (Handing the Englis invitation card)
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Kompetensi Dasar
Materi Kegiatan Indikator Penilaian Instrumen Alokasi Sumber Pokok/Pembelajaran Pembelajaran Waktu Belajar Heri: Wow, this invitation h - I won’t say no! secara melibatkan looks wonderful. May I Work berpasangan. tindak tutur: - All right. open it here? Book mengundang, - I’d love to.... Roro: Definitely. for menerima dan - With the greatest pleasure. Senior menolak ajakan, Refusing invitation Heri: You are celebrating High 3. Memberikan 9 Siwa menyetujui, - I’m sorry ………… your seventeenth School memuji, dan - I can’t ………. respon atas mampu birthday. At Grand Studen memberi because….... tindak tutur merespon Candi Hotel. Wow, ts: selamat. yang telah tindak tutur Expressions used to awesome!! Selektif didengar dan mengundan admire something or Roro: So, see you at the hotel yang telah g, someone: at 7 pm. Do come. diduskusikan menerima - It’s a beautiful.... sebelumnya. dan - It’s a nice ……... Practice menolak - That’s a good …. ajakan. 3.Bahan- That’s a great …. bahan - It’s a wonderful... Complete the following rekama sentences! n (cassett Roro: Hi, Heri. 1)……………? The expression of e). Heri: Fine, thanks.2). agreement: ………? - It’s good idea! Roro: 3) …………….. for - I like it you. 4.Script - I agree with you. 4. Menjawab 9 Siswa Heri: 4)………………..? percak - That’s sound good! pertanyaan mampu Roro: Here it is. (Handing the a-pan tentang isi merespon
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Kompetensi Dasar
Materi Pokok/Pembelajaran
Kegiatan Pembelajaran percakapan.
Indikator tindak tutur menyetujui
Expression to congratulate someone: - Congratulation, …………. - I proud with you. - Good Job!
5. Merespon ungkapan yang diucapkan guru. -
Pronunciation Can /kən/ Go /gəu/ Keep /kί:p/ Right /rait/ Give up /gί:ve ap/ Please /plί:z/ Sure /sə:(r)/
9 Siswa mampu merespon tindak tutur untuk memuji.
Penilaian
Instrumen invitation card) Heri: Wow, 5)…………. looks wonderful. 6)…………… here? Roro: 7)…………….. Heri: You are 8)………... your seventeenth birthday. At Grand Candi Hotel. Wow, 9)……………….!! Roro: So, see you at the hotel at 7 pm. 10)…………….. Interpersonal Dialogue II. Listen to the short dialogue and answer the questions in your answer sheet! Dialogue (Your teacher announces that you have the best score on the last English Test) Teacher: Adi, I have good news for you.
Alokasi Sumber Waktu Belajar
79
Kompetensi Dasar -
Materi Pokok/Pembelajaran Would /wud/ Could /cud/ Persuade /pə`sweid/ Sorry /`sori/ Case /keis/ Correct /kə rekt/ Wish /wis/ Hope /həup/ Trust /trast/ Ought to / o:t tə/,etc
Intonation - The High-Low Falling Intonation (231#) or (31#) - Order, Calls, and Exclamation Ex: Good morning, Sir! - Decided or final statement Ex: You look so cheerful today. - Question-word question (Informa-tion Question) Ex: How are you? - The Mid-High Rising
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen Adi: What is that, Ma’am? Teacher: Did you study hard last week for your English examination? Adi: Yes, of course Ma’am. Teacher: OK! Congratulation, you got the best score for the last exam. Adi: Thanks God.It gives me pleasure to hear it Ma’am.
9 Siswa mampu merespon tindak tutur ucapan
Practice Answer the following questions correctly!
Alokasi Sumber Waktu Belajar
80
Kompetensi Dasar
Materi Pokok/Pembelajaran Intonation (23//) - Yes-no question Ex: He is your brother, isn’t it? - Miscellaneous Emotional Statement Ex: That’s very good. Conversation Gambits - OK - I don’t think …. - Well,…. - Actually,….. - Stop! - Congratulation. - Fine, - Thanks. - What’s up? - Excuse me,…. - Bye! Grammar - Simple Present Tense S + to be +
Kegiatan Pembelajaran
Indikator selamat.
Penilaian
Instrumen 1. Who is got the best score? …………………………. 2. What’s lesson which is they talk about? …………………………. 3. What’s expression which is used in that short dialogue? ………………………….
Alokasi Sumber Waktu Belajar
81
Kompetensi Dasar
Materi Pokok/Pembelajaran P(n/adv/adj) Ex: I am a student. S + V1/Ves/s+O Ex: The teacher knows. - Simple Past Tense S + was/were + P(n/adv/adj) Ex: They were very lazy. S +V2/Ved+O Ex: I went to supermarket last week. Vocabulary - Understand - Think - Tired - Excited - Majors - Graduated - Conversation - Offer
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen
III. Listen the dialogue carefully and answer the questions orally! Jill: Hey, Lisa. That’s a nice sweater you’re wearing, Lisa. Lisa: Thanks, Jill. I just got it recently, and it was real bargain, Jill: I need to buy some new clothes my self. Lisa: Why, Jill? I think you’re such good dresser. What happen with you? Jill: I’m sort of tired of my clothes. Lisa: Well, why don’t you try to make your new clothes by your self? Jill: That’s good idea. I agree with you.
Alokasi Sumber Waktu Belajar
82
Kompetensi Dasar -
Materi Pokok/Pembelajaran Accept Refuse Look forward Soon Afraid Doubtful Sorry Etc
Kegiatan Pembelajaran
Indikator
The expressions of inviting 1. Tanya jawab 9 Siswa 3.2 Mengungkapkan someone: makna yang - Would you like to ………? menggali mampu terdapat dalam kosakata bertanya dan Would you like to+V1+O percakapan terkait menjawab - I’d very much like to transaksional (to …….. topik/tema mengenai get things done) - You will ……. Won’t you? yang tindak tutur dan dipelajari. untuk - Won’t you? interpersonal mengundang - Come and ……… (bersosialisasi) , menerima sederhana secara dan menolak ajakan. akurat, lancer, The expressions of dan berterima accepting or refusing untuk invitation: berinteraksi Accepting invitation dengan - Thank you I’d like to …..
Penilaian
Instrumen Practice Find out what expressions which are they use in the dialogue above!
Tes Lisan
Transactional and Interpersonal Dialogues
I. Read the following dialogues carefully! Choose one of the dialogue and act it out in front of class! Dialogue I Roro: Hi, Heri. How are you doing? Heri: Fine, thanks. What’s up? Roro: I’ve got something for you.
Alokasi Sumber Waktu Belajar
83
Kompetensi Dasar
Materi Kegiatan Pokok/Pembelajaran Pembelajaran (very much) lingkungan - That would be very nice. 2. Tanya jawab 9 sekitar yang melibatkan - I won’t say no! menggunakan tindak tutur: - All right. ungkapan mengundang, yang terkait - I’d love to.... menerima dan - With the greatest pleasure. dengan materi. menolak ajakan, Refusing invitation menyetujui, - I’m sorry ………… memuji, dan - I can’t ………. memberi because….... selamat. Expressions used to admire something or someone: - It’s a beautiful.... - It’s a nice ……... - That’s a good …. - That’s a great …. - It’s a wonderful... The expression of agreement: - It’s good idea! - I like it - I agree with you.
Indikator Siswa mampu bertanya dan menjawab mengenai tindak tutur untuk menyetujui ajakan/tawaran.
Penilaian
Instrumen Heri: What is that? Roro: Here it is. (Handing the invitation card) Heri: Wow, this invitation looks wonderful. May I open it here? Roro: Definitely. Heri: You are celebrating your seventeenth birthday. At Grand Candi Hotel. Wow, awesome!! Roro: So, see you at the hotel at 7 pm. Do come.
Dialogue II 3. Mendengarkan9 percakapan menggunakan ungkapan yang terkait.
Siswa mampu bertanya dan menjawab mengenai tindak tutur untuk
Jill: Hey, Lisa. That’s a nice sweater you’re wearing, Lisa. Lisa: Thanks, Jill. I just got it recently, and it was real bargain,
Alokasi Sumber Waktu Belajar
84
Kompetensi Dasar
Materi Pokok/Pembelajaran - That’s sound good! Expression to congratulate someone: - Congratulation, …………. - I proud with you. - Good Job! -
Pronunciation Can /kən/ Go /gəu/ Keep /kί:p/ Right /rait/ Give up /gί:ve ap/ Please /plί:z/ Sure /sə:(r)/ Would /wud/ Could /cud/ Persuade /pə`sweid/ Sorry /`sori/ Case /keis/ Correct /kə rekt/ Wish /wis/ Hope /həup/
Kegiatan Pembelajaran
Indikator memberikan pujian.
Penilaian
Instrumen Jill: I need to buy some new clothes my self. Lisa: Why, Jill? I think you’re such good dresser. What happen with you? Jill: I’m sort of tired of my clothes. Lisa: Well, why don’t you try to make your new clothes by your self? Jill: That’s good idea. I agree with you.
Practice Students perform the dialogue in a couple!
Alokasi Sumber Waktu Belajar
85
Kompetensi Dasar
Materi Pokok/Pembelajaran - Trust /trast/ - Ought to / o:t tə/,etc
Kegiatan Pembelajaran 4. Menjawab pertanyaaan tentang isi percakapan.
Intonation - The High-Low Falling Intonation (231#) or (31#) - Order, Calls, and Exclamation Ex: Good morning, Sir! - Decided or final statement Ex: You look so cheerful today. - Question-word question (Informa-tion Question) Ex: How are you? - The Mid-High Rising Intonation (23//) - Yes-no question Ex: He is your brother, 5. Bermain peran isn’t it? - Miscellaneous melakukan Emotional Statement percakapan Ex: That’s very good.
Indikator 9 Siswa mampu bertanya dan menjawab mengenai tindak tutur memberikan ucapan selamat.
Penilaian
Instrumen
Alokasi Sumber Waktu Belajar
86
Kompetensi Dasar
Materi Pokok/Pembelajaran Conversation Gambits - OK - I don’t think …. - Well,…. - Actually,….. - Stop! - Congratulation. - Fine, - Thanks. - What’s up? - Excuse me,…. Grammar - Simple Present Tense S + to be + P(n/adv/adj) Ex: I am a student.
S + V1/Ves/s+O Ex: The teacher knows. - Simple Past Tense S + was/were + P(n/adv/adj) Ex: They were very lazy.
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen
Alokasi Sumber Waktu Belajar
87
Kompetensi Dasar
Materi Pokok/Pembelajaran S +V2/Ved+O Ex: I went to supermarket last week. Vocabulary - Tired - Excited - Majors - Graduated - Conversation - Offer - Accept - Refuse
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen
Alokasi Sumber Waktu Belajar
88
SILABUS SMA/MA: SMA Negeri 6 Semarang Mata Pelajaran: Bahasa Inggris Kelas/Semester: X (sepuluh)/I (satu) Standar Kompetensi: 2. Mendengarkan Memahami makna teks fungsional pendek dan teks monolog sederhana berbentuk recount, narrative dan procedure dalam konteks kehidupan sehari-hari. 4. Berbicara Mengungkapkan makna dalam teks fungsional pendek dan monolog berbentuk recount, narrative dan procedure sederhana dalam konteks kehidupan sehari-hari. Kompetensi Dasar 2.3 Merespon makna secara akurat, lancar dan berterima dalam teks lisan fungsional pendek sederhana (misalnya pengumuman, iklan, undangan dll.) resmi dan tak
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Materi Kegiatan Pokok/Pembelajaran Pembelajaran The expressions of inviting 1. Mendengarkan someone: percakapan Would you like to ………? dialog Would you like to+V1+O undangan I’d very much like to dari bahan…….. bahan You will ……. Won’t you? rekaman. Won’t you? Come and ………
The expressions of accepting or refusing invitation:
Accepting invitation
Indikator 9 Siswa mampu mengidenti fi-kasi kata yang didengar.
Penilaian Tes Tulis
Instrumen Invitation
I. Listen to the invitation dialogue and discuss with your friends if you have ever got such an invitation! Dialogue Roro: Hi, Heri. How are you doing? Heri: Fine, thanks. What’s up? Roro: I’ve got something for
Alokasi Sumber Waktu Belajar 2X45 1.Casmenit sette 2.Selek -tif Student Works Sheet.
89
Kompetensi Dasar resmi dalam berbagai konteks kehidupan sehari-hari.
Materi Kegiatan Indikator Penilaian Instrumen Alokasi Sumber Pokok/Pembelajaran Pembelajaran Waktu Belajar you. - Thank you I’d like to ….. Heri: What is that? (very much) Roro: Here it is. (Handing the - That would be very nice. invitation card) - I won’t say no! Heri: Wow, this invitation - All right. looks wonderful. May I 2. Mendiskusi- 9 Siswa - I’d love to.... open it here? - With the greatest pleasure. kan tindak mampu Roro: Definitely. Refusing invitation tutur yang mengidenti Heri: You are celebrating digunakan fi-kasi - I’m sorry ………… your seventeenth dalam makna kata - I can’t ………. birthday. At Grand percakapan yang telah because….... Candi Hotel. Wow, yang didengar. awesome!! didengar Pronunciation secara - Can /kən/ II. Listen to the invitation berpasangan. - Go /gəu/ - Keep /kί:p/ dialogue again and answer the following questions - Right /rait/ - Give up /gί:ve ap/ based on the dialogue! - Please /plί:z/ - Sure /sə:(r)/ Dialogue - Would /wud/ Roro: Hi, Heri. How are you - Could /cud/ doing? - Persuade /pə`sweid/ Heri: Fine, thanks. What’s - Sorry /`sori/ up? - Case /keis/ Roro: I’ve got something for - Correct /kə rekt/
90
Kompetensi Dasar -
Materi Pokok/Pembelajaran Wish /wis/ Hope /həup/ Trust /trast/ Ought to / o:t tə/,etc
Kegiatan Pembelajaran
Indikator
Intonation - The High-Low Falling Intonation (231#) or (31#) - Order, Calls, and Exclamation Ex: Good morning, Sir! - Decided or final statement 3. Menjawab Ex: You look so 9 Siswa cheerful today. pertanyaaan mampu - Question-word question tentang isi merespon percakapan tindak tutur (Informa-tion Question) yang telah yang Ex: How are you? diperdengarterdapat - The Mid-High Rising kan. dalam Intonation (23//) undangan - Yes-no question Ex: He is your brother, isn’t it? - Miscellaneous Emotional Statement Ex: That’s very good.
Penilaian
Instrumen you. Heri: What is that? Roro: Here it is. (Handing the invitation card) Heri: Wow, this invitation looks wonderful. May I open it here? Roro: Definitely. Heri: You are celebrating your seventeenth birthday. At Grand Candi Hotel. Wow, awesome!! Practice Answer the following questions! 1. What is the dialogue about? …………………………… . 2. Who are in the dialogue? …………………………… .
Alokasi Sumber Waktu Belajar
91
Kompetensi Dasar
Materi Pokok/Pembelajaran
Kegiatan Pembelajaran
Indikator
- Simple Future Tense S + will + V1 Ex: They will pass the
Instrumen 3. Who will celebrate the birthday? ……………………………
Conversation Gambits - OK - I don’t think …. - Well,…. - Actually,….. - Stop! - Wait! - Fine, - Thanks. - What’s up? - Excuse me,…. - Bye! Grammar - Simple Present Tense S + to be + P(n/adv/adj) Ex: I am a student.
S + V1/Ves/s+O Ex: The teacher knows.
Penilaian
4. How old is she? …………………………… . 5. Where will she celebrate the birthday? …………………………… . What time will the birthday be celebrated? …………………………… . 6. How did Heri think about the invitation? …………………………… 4. Memberikan 9 Siswa respon atas mampu tindak tutur merespon yang telah tindak tutur didengar dan dalam
Alokasi Sumber Waktu Belajar
92
Kompetensi Dasar
Materi Pokok/Pembelajaran examination. - Simple Past Tense S + was/were + P(n/adv/adj) Ex: They were very lazy. S +V2/Ved+O Ex: I went to supermarket last week. Vocabulary - Understand - Think - Tired - Excited - Majors - Graduated - Conversation - Offer - Accept - Refuse - Look forward - Soon
Kegiatan Pembelajaran yang telah diduskusikan sebelumnya.
Indikator memo.
Penilaian
Instrumen Short note
I. Listen to the short notes read by your teacher carefully!
10/10/2008 Indra, Would you mind delivering this package to Mrs. Ida in apartment 6B. Thanks Andhani Or Friday, Oct. 10, ‘08 Dear Narti, Could you please mail these letters on your way to the bank? Thank you so much.
Alokasi Sumber Waktu Belajar
93
Kompetensi Dasar
Materi Pokok/Pembelajaran - Afraid
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen Andhani
5. Merespon ungkapan yang diucapkan guru.
9 Siswa mampu merespon tindak tutur dalam kartu iklan.
II.
Choose two of the situation below; then writing notes asking for a favor like the example that you were heard! 1. You need a ride to the bank at 2 p.m. You leave a note for a friend who is going in the same direction. 2. You have to pay your LIA course fee today, but you cannot go. You ask your roommate to do it for you. You leave a note and the money for the fee. 3. You have to leave the office early. You leave a
Alokasi Sumber Waktu Belajar
94
Kompetensi Dasar
Materi Pokok/Pembelajaran
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen note for your secretary, who is at lunch, asking him/her to do you a small favor.
4.3 Mengungkapkan makna dalam bentuk teks fungsional pendek (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi dengan menggunakan ragam bahasa lisan dalam
The expressions of inviting 1.Tanya jawab someone: 9 Siswa - Would you like to ………? menggali mampu bertanya dan Would you like to+V1+O kosakata terkait topik/tema yang menjawab - I’d very much like to dipelajari. mengenai …….. tindak tutur - You will ……. Won’t you? dalam kartu - Won’t you? undangan. - Come and ……… The expressions of accepting or refusing invitation:
Accepting invitation - Thank you I’d like to …..
Tes Lisan
4. You have to go tot basketball practice and you need a new calculator for school. You leave a note for your brother/sister, who is taking a nap, to buy one for you. Advertisement
I. Listen to the advertisement sentences read by your teacher carefully!
Alokasi Sumber Waktu Belajar
95
Kompetensi Dasar berbagai konteks kehidupan sehari-hari.
Materi Pokok/Pembelajaran (very much) - That would be very nice. - I won’t say no! - All right. - I’d love to.... - With the greatest pleasure. Refusing invitation - I’m sorry ………… - I can’t ………. because….... -
Pronunciation Can /kən/ Go /gəu/ Keep /kί:p/ Right /rait/ Give up /gί:ve ap/ Please /plί:z/ Sure /sə:(r)/ Would /wud/ Could /cud/ Persuade /pə`sweid/ Sorry /`sori/ Case /keis/ Correct /kə rekt/
Kegiatan Pembelajaran
Indikator
2. Tanya jawab 9 Siswa menggunakan mampu ungkapan yang bertanya dan terkait dengan menjawab materi. mengenai tindak tutur dalam kartu
Penilaian
Instrumen
Practice 1. What is the first advertisement about? (student’s answer it orally) 2. What is the second advertisement about? (student’s answer it orally)
Alokasi Sumber Waktu Belajar
96
Kompetensi Dasar -
Materi Pokok/Pembelajaran Wish /wis/ Hope /həup/ Trust /trast/ Ought to / o:t tə/,etc
Intonation - The High-Low Falling Intonation (231#) or (31#) - Order, Calls, and Exclamation Ex: Good morning, Sir! - Decided or final statement Ex: You look so cheerful today. - Question-word question (Informa-tion Question) Ex: How are you? - The Mid-High Rising Intonation (23//) - Yes-no question Ex: He is your brother, isn’t it? - Miscellaneous Emotional Statement Ex: That’s very good.
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen
memo. I. Choose one of the situation based on the pictures below; then make the invitation card in your book!
1.
Alokasi Sumber Waktu Belajar
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Kompetensi Dasar
Materi Pokok/Pembelajaran Conversation Gambits - OK - I don’t think …. - Well,…. - Actually,….. - Stop! - Wait! - Fine, - Thanks. - What’s up? - Excuse me,…. - Bye! Grammar - Simple Present Tense S + to be + P(n/adv/adj) Ex: I am a student.
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen
3.Mendengarkan 9 Siswa percakapan mampu menggunakan bertanya dan ungkapan yang menjawab terkait. mengenai tindak tutur dalam iklan
2.
HAPPY NEW YEAR 3.
S + V1/Ves/s+O Ex: The teacher knows. - Simple Future Tense S + will + V1 Ex: They will pass the
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Kompetensi Dasar
Materi Pokok/Pembelajaran examination.
- Simple Past Tense S + was/were + P(n/adv/adj) Ex: They were very lazy. S +V2/Ved+O Ex: I went to supermarket last week. Vocabulary - Understand - Think - Tired - Excited - Majors - Graduated - Conversation - Offer - Accept - Refuse - Look forward
Kegiatan Pembelajaran
4.Bermain peran melakukan percakapan
Indikator
Penilaian
Instrumen
II. Make conversation based on the invitation card that you have made in the activity before in group of two students!
III. Perform your conversation that you have made in front of class!
PERFOMANCE
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Kompetensi Dasar -
Materi Pokok/Pembelajaran Soon Afraid Doubtful Sorry, etc
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen
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SILABUS SMA/MA: SMA Negeri 6 Semarang Mata Pelajaran: Bahasa Inggris Kelas/Semester: X (sepuluh)/I (satu) Standar Kompetensi: 2. Mendengarkan Memahami makna teks fungsional pendek dan teks monolog sederhana berbentuk recount, narrative dan procedure dalam konteks kehidupan sehari-hari. 4. Berbicara Mengungkapkan makna dalam teks fungsional pendek dan monolog berbentuk recount, narrative dan procedure sederhana dalam konteks kehidupan sehari-hari. Kompetensi Dasar Merespon makna dalam teks monolog sederhana yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks kehidupan
Materi Pokok/Pembelajaran GENRE RECOUNT What is recount? - Recount is a piece of text that retells past events, usually in order in which they happened. - The purpose of a recount is to give the audience a description of what occurred and when it
Kegiatan Pembelajaran 1. Diskusi 9 membahas tentang narrative text, recount text, procedure text yang telah ditulis pada karton asturo dan ditempel pada papan tulis.
Indikator
Penilaian
Instrumen
Tes Lisan Listen the passage carefully Siswa “Reading a and answer the teacher mampu loud” question orally! merespon As it happened makna dalam teks One very spooky encounter monolog with a UFO (an unidentified sederhana flying object) occurred in May yang 1974 involving a couple menggunkan driving from Zimbabwe to ragam South Africa. bahasa lisan As they carefully drove dalam teks throughout the night they saw a
Alokasi Sumber Waktu Belajar 58X45 1. Text menit Type 1 publi -shed by Mc Milla n
2. Text
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Kompetensi Dasar sehari-hari dalam teks: recount, narrative, dan procedure
Materi Pokok/Pembelajaran occurred.
Kegiatan Pembelajaran
2. Tanya jawab mengenai Some examples of materi yang recount text types are: - Newspaper reports belum jelas. - Television interviews - Conversations - Speeches - Eyewitness accounts - Letters Constructing a written recount. The steps for constructing a written recount are: - a first paragraph that gives background information about who, what, where and when (called an orientation) - a series of paragraph that retell the events in the
Indikator recount, narrative, dan procedure.
Penilaian
Instrumen
Alokasi Sumber Waktu Belajar Type flashing blue-white light that 2 was going on and off in a slow, publi steady rhythm. Shortly after -shed noticing this, the car was by covered in a bright circle of Mc light. Milla Inside the car it suddenly n became very cold. The couple wrapped themselves in thick blankets and turned on the heater but they still shivered. Then their car began to act very strangely. Suddenly the headlights went off, the brakes failed, the steering wheel locked and the fuel gauge showed empty. Next the car began speeding up and raced along the road at 190 kilometers an hour. To one side of car, the UFO continued to follow.
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Kompetensi Dasar
Materi Kegiatan Pokok/Pembelajaran Pembelajaran order in which they 3. Pemberian happened. model cara - A concluding paragraph (called an reorientation; membaca not always necessary) yang baik pada teks bacaan oleh Language features in a guru kepada recount siswa. The language features usually found in a recount are: - the use of the past tense.
Indikator
9 Siswa mampu mengungka pkan makna dalam teks monolog sederhana dengan menggunakan ragam bahasa lisan dalam teks berbentuk narrative, recount, dan procedure.
Penilaian
Instrumen The driver and his passenger lost consciousness. When they awoke they were near the small town of Victoria. The car’s odometer showed that only 12 kilometers had been traveled, yet the distance from where they first saw the UFO to Fort Victoria was 290 kilometers. Although the couple’s description of what happened contained plenty of details, many people find it hard to believe that UFOs do exist.
Practice! Answer these questions orally! 1. Who were the participants
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Kompetensi Dasar
Materi Pokok/Pembelajaran
Kegiatan Pembelajaran
Indikator
4. Identifikasi jenis teks yang terdapat pada9 Siswa mampu model memahami pembelajaran. cara pengucapan kata dalam bahasa Inggris dengan baik dan benar.
Penilaian
Instrumen in the story? …………………………... 2. Where did the event happen? ………………………….. 3. When did the event happen? …………………………. 4. Did many people believe that UFOs do exist? …………………………. 5. What is the generic structure of that story? ………………………….. 6. What kind of tenses that used in that story? …………………………...
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Kompetensi Dasar
Materi Pokok/Pembelajaran
Kegiatan Pembelajaran
Indikator
5. Identifikasi scaffolding dari bacaan model 9 Siswa pembelajaran. mampu memahami makna kosa kata yang terdapat NARRATIVE dalam teks What is narrative? berbentuk A narrative is a piece of narrative, text which tells a story recount, and, in doing so, entertains dan or informs the reader or procedure. listener. Some examples of narrative text are: - Fable - Legend
Penilaian
Instrumen
Read the reading passage carefully by your self and read it a loudly! The Lion and the Hyena A long time ago, the lion was the king of the animals. He and the hyena were friends. They often went out to look for food together. One day, they found a cow and a bull. The lion said to the Hyena, “You can have the cow. I want the bull because it is powerful like me.” The Hyena was afraid of the
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Kompetensi Dasar
Materi Pokok/Pembelajaran - Fairy tale - Novels
Kegiatan Pembelajaran
Indikator
6. Membandingkan persamaan dan perbedaan Constructing a narrative The steps for constructing pada Recount 9 Siswa a narrative text are: text dan mampu - an orientation (can be a Narrative text. memahami paragraph, a picture or tenses yang opening chapter) in digunakan which the narrator tells dalam the audience about who menyusun is in the story, when the teks story is taking place and berbentuk where the action is narrative, happening. recount, - an complication that dan sets off a chain of events procedure. that influences what will happen in the story. - a sequence of events where the characters react to the
Penilaian
Instrumen lion, so he said yes. The lion was very busy being king, so the hyena took care of the cow and the bull. One day the Hyena said to the Lion, “My cow will soon have a baby.” When the baby cow was born, the lion went to look at it. “This isn’t your cow’s baby; it is my bull’s baby!” said the lion to the hyena. Then the two friends disagreed. They called all the old and wise animals to decide who owned the baby cow. All the animals came except the ape. They all said that the baby cow belonged to the lion. But as they were leaving, the ape
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Kompetensi Dasar
Materi Pokok/Pembelajaran complication. - a resolution in which the characters finally sort out the complication. - a coda that provides a comment or moral based on what has been learned from the story (an optional step) Language features of a narrative - specific characters. - the use of past tense.
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen finally arrived. “I was very busy’” he said to the lion. The lion shouted, “I’m king of the animals, but I’m here! Why were you too busy to come?” “I was sewing the earth and the sky together,” the ape explained. Then the lion asked, “How is it possible to sew the earth and sky together?” “First tell me,” the ape answered, “how is it possible for a bull to have a baby?” Scaffolding: 1st paragraph as the orientation 2nd paragraph as the complication rd 3 paragraph as sequence of
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Kompetensi Dasar
Materi Pokok/Pembelajaran
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen events 4 paragraph as resolution 5th paragraph as coda (moral value) How to make jelly Jelly can be made very simply by following these directions. You will need one packet of jelly crystals, a 500 ml jug, 250 ml of boiling water, 200 ml of cold water, and a bowl. 1. Empty contents of packet of jelly crystals into the jug. 2. Add boiling water. 3. Stir well until crystals dissolve. 4. Add the cold water and stir. 5. Pour mixture into a bowl. 6. Refrigerate until firm th
PROCEDURE What is procedure? - A procedure is apiece of text that gives us instructions for doing something through a sequence of actions or steps. - The purpose of procedure text is to
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Kompetensi Dasar
Materi Pokok/Pembelajaran describe how something accomplished through a sequence of actions or steps. Some Examples of Procedure Texts are: - Recipes - Direction - Instruction Manuals - Itineraries (Travel Schedule) Constructing a Procedure The steps for constructing a procedure text are: - an introductory statement that gives the aim or goal. - a list of the materials that will be needed for completing the
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen Practice! Make a procedure text and complete it with the scaffolding!
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Kompetensi Dasar
Materi Pokok/Pembelajaran procedure. - a sequence of steps in the order they need to be done. The language features usually found in a procedure are: - use of simple present tense, often imperative - use mainly temporal conjunctions (or numbering to indicate sequence) - use mainly of Material Process -
Pronunciation Heat /hi:t/ Go /gəu/ Keep /kί:p/ Right /rait/ Give up /gί:ve ap/
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen
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Kompetensi Dasar -
Materi Pokok/Pembelajaran Please /plί:z/ Sure /sə:(r)/ Would /wud/ Could /cud/ Persuade /pə`sweid/ Procedure /pro:sədjə:/ Case /keis/ Correct /kə rekt/ Wish /wis/ Hope /həup/ Trust /trast/ Ought to / o:t tə/,etc
Intonation - The High-Low Falling Intonation (231#) or (31#) - Order, Calls, and Exclamation Ex: Good morning, Sir! - Decided or final statement
Kegiatan Pembelajaran
Indikator
1. Menganalisis komik narrative “Goldilocks and Three Bears.
9 Siswa mampu mengungkap -kan makna dalam teks monolog sederhana yang menggunkan ragam bahasa lisan
Penilaian
Instrumen
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Kompetensi Dasar
Materi Pokok/Pembelajaran Ex: You look so cheerful today. - Question-word question (Informa-tion Question) Ex: How are you? - The Mid-High Rising Intonation (23//) - Yes-no question Ex: He is your brother, isn’t it? - Miscellaneous Emotional Statement Ex: That’s very good.
Conversation Gambits - OK - I don’t think …. - Well,…. - Actually,….. - Stop!
Kegiatan Pembelajaran 2. Melihat film narrative ”Kungfu Panda”.
Indikator dalam teks recount, narrative, dan procedure.
9 Siswa mampu mengungka pkan makna dalam teks monolog sederhana dengan mengguna-
Penilaian
Instrumen
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Kompetensi Dasar -
Materi Pokok/Pembelajaran Wait! Fine, Thanks. What’s up? Excuse me,…. Bye!
Grammar - Simple Present Tense S + to be + P(n/adv/adj) Ex: I am a student.
S + V1/Ves/s+O Ex: The teacher knows. - Simple Future Tense S + will + V1 Ex: They will pass the examination. - Simple Past Tense
Kegiatan Pembelajaran 3. Membuat summary atas film yang telah ditonton.
Indikator kan ragam bahasa lisan dalam teks berbentuk narrative, recount, dan procedure.
9 Siswa mampu memahami cara pengucapan kata dalam bahasa Inggris dengan baik dan benar.
Penilaian
Instrumen
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Kompetensi Dasar
Materi Pokok/Pembelajaran S + was/were + P(n/adv/adj) Ex: They were very lazy. S +V2/Ved+O Ex: I went to supermarket last week. Vocabulary - Boil - Conclusion - Moral Value - Excited - Solve - Scaffolding - Conversation - Offer - Accept - Refuse - Find out - Direction
Kegiatan Pembelajaran
Indikator
4. Menganalisis film yang telah ditonton.
9 Siswa mampu memahami makna kosa kata yang terdapat dalam teks berbentuk narrative, recount,
Penilaian
Instrumen
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Kompetensi Dasar
Materi Pokok/Pembelajaran - Afraid - Itineraries GENRE RECOUNT What is recount? - Recount is a piece of text that retells past events, usually in order in which they happened. - The purpose of a recount is to give the audience a description of what occurred and when it occurred. Some examples of recount text types are: - Newspaper reports - Television interviews - Conversations
Kegiatan Pembelajaran 5. Menceritakan kembali film yang telah ditonton di depan kelas.
Indikator
Penilaian
Instrumen
Alokasi Sumber Waktu Belajar
dan procedure.
Goldilocks and the Three Bears Once
upon
a time,
there was a little girl which was walking through the
9 Siswa mampu memahami tenses yang digunakan dalam menyusun teks berbentuk narrative,
forest.
Her
name’ s
Goldilocks. In this forest, there were three bears that lived in a house in the wood. There were Mama Bear, Papa Bear, and Baby Bear. One day, Mama Bear
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Kompetensi Dasar
4.4 Mengungkapkan makna dalam teks monolog sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari dalam teks
Materi Pokok/Pembelajaran - Speeches - Eyewitness accounts - Letters Constructing a written recount. The steps for constructing a written recount are: - a first paragraph that gives background information about who, what, where and when (called an orientation)
- a series of paragraph that retell the events in the order in which they happened. - A concluding paragraph (called an reorientation; not always necessary)
Kegiatan Pembelajaran
Indikator
Penilaian
recount, dan procedur
Instrumen
Alokasi Sumber Waktu Belajar
made some porridge. Mama bear put the porridge on the table for the tree bears. The three bears wanted the
Tes Lisan dan Tes Tulis
porridge to cool off, so they went for a walk. While they were gone, Goldilocks walked by the bears’ house. She looked into the window and then she knocked the door but nobody answered. Goldilocks decided to open the door and walked inside without permission. There are three bowls of porridge on a table. She
10X45 1. Pracmenit tical English Langua ge Teaching Youn g Lear ners by Carol ine
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Kompetensi Dasar berbentuk: recount, narrative, dan procedure.
Materi Pokok/Pembelajaran Language features in a recount The language features usually found in a recount are: - the use of the past tense.
Kegiatan Pembelajaran 6. Membuat procedure text dan mempraktekkannya secara nyata.
Indikator
Penilaian
Instrumen was hungry, and she tasted some
of
Papa
Bear’ s
porridge but it was too hot, she tasted some of Mama Bear’ s porridge but it was
Alokasi Sumber Waktu Belajar T. Linse , McG raw Hill.
too cold, then she tasted some
of
Baby
Bear’ s
porridge and it was just right so she ate it all up. Goldilocks tired,
she
went into the living room and there were three chairs around the table. She sat in Papa
Bear’s
chair
and
Mama Bear’ s chair but both of the chairs were too big. And next, she sat in the
2. http:/ /ww w.bri tishc
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Kompetensi Dasar
Materi Pokok/Pembelajaran
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen baby bear’s chair and it broke. Goldilocks went to the
NARRATIVE What is narrative? A narrative is a piece of text which tells a story and, in doing so, entertains or informs the reader or listener. Some examples of narrative text are: - Fable - Legend - Fairy tale - Novels Constructing a narrative The steps for constructing a narrative text are:
bedroom. She lay down in Papa Bear’ s bed and it was too hard, then she lay down in Mama Bear’ s bed and it was too soft, and then she lay down in Baby Bear’ s bed and it was right so she fell asleep. Goldilocks decided to open the door and walked inside without permission. There are three bowls of porridge on a table. She was hungry, and she tasted
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Kompetensi Dasar -
-
-
-
-
Materi Pokok/Pembelajaran an orientation (can be a paragraph, a picture or opening chapter) in which the narrator tells the audience about who is in the story, when the story is taking place and where the action is happening. an complication that sets off a chain of events that influences what will happen in the story. a sequence of events where the characters react to the complication. a resolution in which the characters finally sort out the complication. a coda that provides a
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen some
of
Papa
Alokasi Sumber Waktu Belajar Bear’ s
porridge but it was too hot, she tasted some of Mama Bear’ s porridge but it was too cold, then she tasted some
of
Baby
Bear’ s
porridge and it was just right so she ate it all up. Goldilocks tired,
she
went into the living room and there were three chairs around the table. She sat in Papa
Bear’s
chair
and
Mama Bear’ s chair but both of the chairs were too big. And next, she sat in the baby bear’s chair and it
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Kompetensi Dasar
Materi Pokok/Pembelajaran comment or moral based on what has been learned from the story (an optional step)
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen broke. Goldilocks went to the bedroom. She lay down in Papa Bear’ s bed and it was
Language features of a narrative - specific characters. - the use of past tense.
too hard, then she lay down in Mama Bear’ s bed and it was too soft, and then she lay down in Baby Bear’ s bed and it was right so she fell asleep. The three bears came home, and they saw the bowls and look at them. Papa Bear said, “Some one ate my porridge.” Mama Bear said, “Some one ate my porridge all up.”
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Kompetensi Dasar
Materi Pokok/Pembelajaran
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen
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The three bears went into living room. Papa Bear and
Mama
Bear
said,
“Some one sat in my chair.”
PROCEDURE What is procedure? - A procedure is apiece of text that gives us instructions for doing something through a sequence of actions or steps. - The purpose of procedure text is to describe how something accomplished through a sequence of actions or steps. Some Examples of
And Baby Bear said, “Some one sat in my chair, and broke it.” The tree bears went into the bedroom, and saw the beds. Papa Bear and Mama Bear said, “Someone lay down on my bed.” And Baby Bear said, “Someone lay down on my bed and she’ s still there!” Goldilocks woke up and looked at the bears and
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Kompetensi Dasar
Materi Pokok/Pembelajaran Procedure Texts are: - Recipes - Direction - Instruction Manuals - Itineraries (Travel Schedule) Constructing a Procedure The steps for constructing a procedure text are: - an introductory statement that gives the aim or goal. - a list of the materials that will be needed for completing the procedure. - a sequence of steps in the order they need to be done. The language features
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen screamed. Goldilocks ran out of the house ( She ran away) .
Have a go!
1. Who are the participants of the story? 2. Find out the sentences showing past tense! 3. Find out material processes! 4. What is the type of the text? 5. What is the purpose of the text? 6. What is the message or moral value that you get from the story? 7. Draw the scaffolding
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Kompetensi Dasar
Materi Pokok/Pembelajaran usually found in a procedure are: - use of simple present tense, often imperative - use mainly temporal conjunctions (or numbering to indicate sequence) - use mainly of Material Process -
Pronunciation Heat /hi:t/ Go /gəu/ Keep /kί:p/ Right /rait/ Give up /gί:ve ap/ Please /plί:z/ Sure /sə:(r)/ Would /wud/ Could /cud/ Persuade /pə`sweid/ Procedure /pro:sədjə:/
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen of the story!
PROCEDURE
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Kompetensi Dasar -
Materi Pokok/Pembelajaran Case /keis/ Correct /kə rekt/ Wish /wis/ Hope /həup/ Trust /trast/ Ought to / o:t tə/,etc
Intonation - The High-Low Falling Intonation (231#) or (31#) - Order, Calls, and Exclamation Ex: Good morning, Sir! - Decided or final statement Ex: You look so cheerful today. - Question-word question (Informa-tion Question) Ex: How are you? - The Mid-High Rising Intonation (23//) - Yes-no question Ex: He is your brother, isn’t it? - Miscellaneous
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen
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SILABUS SMA/MA: SMA Negeri 6 Semarang Mata Pelajaran: Bahasa Inggris Kelas/Semester: X (sepuluh)/I (satu) Standar Kompetensi : 5. Membaca Memahami makna teks tulis fungsional pendek dan essei sederhana berbentuk recount,narative, dan procedur dalm konteks kehidupan sehari-hari, dan untuk mengakses ilmu pengetahuan. 6. Menulis Mengungkapkan makna dalam teks tulis fungsional pendek dan essei sederhana berbentuk recount, narative, dan procedur dalam konteks kehidupan sehari-hari. Kompetensi Dasar 5.3 Merespon makna dalam teks tulis fungsional pendek (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan berterima dalam konteks kehidupan
-
Materi Kegiatan Pokok/Pembelajaran Pembelajaran The expressions of inviting 1. Membaca percakapan someone: dialog Would you like to ………? undangan Would you like to+V1+O dari text I’d very much like to book. …….. You will ……. Won’t you? Won’t you? Come and ………
The expressions of accepting or refusing invitation:
Accepting invitation
Indikator 9 Siswa mampu mengidenti fi-kasi kata yang terdapat dalam text book.
Penilaian
Instrumen
Test Invitation Tertulis this invitation III. Read dialogue and discuss with your friends if you have ever got such an invitation! Dialogue Roro: Hi, Heri. How are you doing? Heri: Fine, thanks. What’s up? Roro: I’ve got something for
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Kompetensi Dasar sehari-hari dan untuk mengakses ilmu pengetahuan.
Materi Kegiatan Indikator Pokok/Pembelajaran Pembelajaran - Thank you I’d like to ….. (very much) - That would be very nice. - I won’t say no! 2. Mendiskusi- 9 Siswa - All right. - I’d love to.... kan tindak mampu tutur yang mengidenti - With the greatest pleasure. digunakan fi-kasi Refusing invitation dalam makna kata - I’m sorry ………… percakapan . - I can’t ………. yang because….... didengar secara berpasangan. Pronunciation - Can /kən/ - Go /gəu/ - Keep /kί:p/ - Right /rait/ - Give up /gί:ve ap/ - Please /plί:z/ - Sure /sə:(r)/ - Would /wud/ - Could /cud/ - Persuade /pə`sweid/ - Sorry /`sori/ - Case /keis/
Penilaian
Instrumen you. Heri: What is that? Roro: Here it is. (Handing the invitation card) Heri: Wow, this invitation looks wonderful. May I open it here? Roro: Definitely. Heri: You are celebrating your seventeenth birthday. At Grand Candi Hotel. Wow, awesome!! IV. Read this invitation dialogue again and answer the following questions based on the dialogue! Dialogue Roro: Hi, Heri. How are you doing? Heri: Fine, thanks. What’s up?
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Kompetensi Dasar -
Materi Pokok/Pembelajaran Correct /kə rekt/ Wish /wis/ Hope /həup/ Trust /trast/ Ought to / o:t tə/,etc
Kegiatan Pembelajaran
Indikator
3. Menjawab Intonation 9 Siswa - The High-Low Falling pertanyaaan mampu tentang isi merespon Intonation (231#) or (31#) percakapan tindak tutur - Order, Calls, and yang telah yang Exclamation dibaca secara terdapat Ex: Good morning, Sir! tertuis. dalam - Decided or final undangan statement Ex: You look so cheerful today. - Question-word question (Informa-tion Question) Ex: How are you?
Penilaian
Instrumen Roro: I’ve got something for you. Heri: What is that? Roro: Here it is. (Handing the invitation card) Heri: Wow, this invitation looks wonderful. May I open it here? Roro: Definitely. Heri: You are celebrating your seventeenth birthday. At Grand Candi Hotel. Wow, awesome!!
Practice Answer the following questions! 1. What is the dialogue about?
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Kompetensi Dasar
Materi Pokok/Pembelajaran - The Mid-High Rising Intonation (23//) - Yes-no question Ex: He is your brother, isn’t it? - Miscellaneous Emotional Statement Ex: That’s very good. Conversation Gambits - OK - I don’t think …. - Well,…. - Actually,….. - Stop! - Wait! - Fine, - Thanks. - What’s up? - Excuse me,…. - Bye! Grammar - Simple Present Tense
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen …………………………. 2. Who are in the dialogue? …………………………. 3. Who will celebrate the birthday? ………………………… 4. How old is she? …………………………. 5. Where will she celebrate the birthday? ………………………….
4. Membuat kartu undangan secara sederhana.
9 Siswa mampu merespon tindak tutur dalam memo.
6. What time will the birthday be celebrated? ……………………… …
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Kompetensi Dasar
Materi Pokok/Pembelajaran S + to be + P(n/adv/adj) Ex: I am a student. S + V1/Ves/s+O Ex: The teacher knows. - Simple Future Tense S + will + V1 Ex: They will pass the examination. - Simple Past Tense S + was/were + P(n/adv/adj) Ex: They were very lazy. S +V2/Ved+O Ex: I went to supermarket last week.
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen 7. How did Heri think about the invitation? ……………………… …
Short note
I. Read these short notes carefully!
10/10/2008 Indra, Would you mind delivering this package to Mrs. Ida in apartment 6B. Thanks Andhani
Alokasi Sumber Waktu Belajar
129
Kompetensi Dasar
Materi Pokok/Pembelajaran
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen Or
Vocabulary - Understand - Think - Tired - Excited - Majors - Graduated - Conversation - Offer - Accept - Refuse - Look forward - Soon - Afraid - Doubtful Me - Sorry, etc ng un gka pk an ma kn a
9 Siswa mampu merespon tindak tutur dalam kartu iklan.
Friday, Oct. 10, ‘08 Dear Narti, Could you please mail these letters on your way to the bank? Thank you so much. Andhani
Alokasi Sumber Waktu Belajar
130
Kompetensi Dasar dal am be ntu k tek s tuli s fun gsi on al pe nd ek (m isa lny a pe ng um uma n,
Materi Pokok/Pembelajaran
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen
II. 9 Siswa mampu bertanya dan menjawab mengenai tindak tutur dalam kartu undangan
Choose two of the situation below; then writing notes asking for a favor like the example that you were heard!
1. You need a ride to the bank at 2 p.m. You leave a note for a friend who is going in the same direction. 2. You have to pay your LIA course fee today, but you cannot go. You ask your roommate to do it for you. You leave a note and the money for the fee.
Alokasi Sumber Waktu Belajar
131
Kompetensi Materi Kegiatan Dasar Pokok/Pembelajaran Pembelajaran ikl an, un da ng an dll. ) res mi da n tak res mi de ng an The expressions of inviting 1. Membaca me someone: ng - Would you like to ………? percakapan gu dialog Would you like to+V1+O na - I’d very much like to undangan ka dari text …….. n book. - You will ……. Won’t you? rag - Won’t you? am - Come and ………
Indikator
Penilaian
Instrumen
Alokasi Sumber Waktu Belajar
3. You have to leave the office early. You leave a note for your secretary, who is at lunch, asking him/her to do you a small favor. 4. You have to go tot basketball practice and you need a new calculator for school. You leave a note for your brother/sister, who is taking a nap, to buy one for you. Advertisement 9 Siswa mampu bertanya dan menjawab mengenai tindak tutur dalam kartu memo.
I. Read these advertisement sentences carefully!
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Selektif Student Works Sheet
132
Kompetensi Dasar ba has a tuli s sec ara ak ura t, lan car da n ber teri ma dal am ko nte ks ke hid up an
Materi Pokok/Pembelajaran
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen
The expressions of accepting or refusing invitation:
Accepting invitation - Thank you I’d like to ….. (very much) - That would be very nice. - I won’t say no! - All right. - I’d love to.... - With the greatest pleasure. Refusing invitation - I’m sorry ………… - I can’t ………. because….... -
Pronunciation Can /kən/ Go /gəu/ Keep /kί:p/ Right /rait/ Give up /gί:ve ap/ Please /plί:z/
Practice 1. What is the first advertisement about? ………………………… 2. What is the second advertisement about? …………………………
Alokasi Sumber Waktu Belajar
133
Kompetensi Dasar seh ari har i.
-
Materi Pokok/Pembelajaran Sure /sə:(r)/ Would /wud/ Could /cud/ Persuade /pə`sweid/ Sorry /`sori/ Case /keis/ Correct /kə rekt/ Wish /wis/ Hope /həup/ Trust /trast/ Ought to / o:t tə/,etc
Intonation - The High-Low Falling Intonation (231#) or (31#) - Order, Calls, and Exclamation Ex: Good morning, Sir! - Decided or final statement Ex: You look so cheerful today. - Question-word question (Informa-tion Question) Ex: How are you? - The Mid-High Rising
Kegiatan Indikator Penilaian Pembelajaran 2. Mendiskusi- 9 Siswa kan tindak mampu tutur yang bertanya dan digunakan menjawab dalam mengenai percakapan tindak tutur yang dalam iklan didengar secara berpasangan.
Instrumen
Alokasi Sumber Waktu Belajar
134
Kompetensi Dasar
Materi Pokok/Pembelajaran Intonation (23//) - Yes-no question Ex: He is your brother, isn’t it? - Miscellaneous Emotional Statement Ex: That’s very good. Conversation Gambits - OK - I don’t think …. - Well,…. - Actually,….. - Stop! - Wait! - Fine, - Thanks. - What’s up? - Excuse me,…. - Bye! Grammar - Simple Present Tense S + to be + P(n/adv/adj) Ex: I am a student.
Kegiatan Pembelajaran
3. Membuat kartu undangan secara sederhana.
Indikator
9 Siswa mampu mengidenti fi-kasi kata yang terdapat dalamkartu undangan.
9 siswa mampu
Penilaian
Instrumen
I. Choose one of the situation based on the pictures below; then make the invitation card in your book!
Alokasi Sumber Waktu Belajar
135
Kompetensi Dasar
Materi Pokok/Pembelajaran S + V1/Ves/s+O Ex: The teacher knows. - Simple Future Tense S + will + V1 Ex: They will pass the examination. - Simple Past Tense S + was/were + P(n/adv/adj) Ex: They were very lazy. S +V2/Ved+O Ex: I went to supermarket last week. Vocabulary - Understand - Think - Tired - Excited - Majors
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen
mengerti makna kata yang terdapat dalam kartu undangan.
1.
9 Siswa mampu untuk berkreasi dalam menciptaka n sebuah kartu undangan secara
2.
Alokasi Sumber Waktu Belajar
136
Kompetensi Dasar -
Materi Pokok/Pembelajaran Graduated Conversation Offer Accept Refuse Look forward Soon Afraid Doubtful Sorry, etc
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen
sederhana.
HAPPY NEW YEAR 3.
II. Make conversation based on the invitation card that you have made in the activity before in group of two students!
Alokasi Sumber Waktu Belajar
137
SILABUS SMA/MA: SMA Negeri 6 Semarang Mata Pelajaran: Bahasa Inggris Kelas/Semester: X (sepuluh)/I (satu) Standar Kompetensi : 5. Membaca Memahami makna teks tulis fungsional pendek dan essei sederhana berbentuk recount,narative, dan procedur dalm konteks kehidupan sehari-hari, dan untuk mengakses ilmu pengetahuan. 6. Menulis Mengungkapkan makna dalam teks tulis fungsional pendek dan essei sederhana berbentuk recount, narative, dan procedur dalam konteks kehidupan sehari-hari. Kompetensi Materi Kegiatan Indikator Penilaian Instrumen Alokasi Sumber Dasar Pokok/Pembelajaran Pembelajaran Waktu Belajar 5.4 Merespon makna dan langkah retorika teks tulis esei secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu
GENRE RECOUNT What is recount? - Recount is a piece of text that retells past events, usually in order in which they happened. - The purpose of a recount is to give the audience a description of what occurred and when it occurred.
1. Mengingat 9 kembali (refresh/revie w) materi yang menyangkut tentang recount, narrative, dan procedure text,
Tes Tulis Siswa mampu merespon makna dan langkah retorika teks tulis esei berbentuk narrative.
Mouse Deer and Tiger One day, the mouse deer walked through the forest. He was looking for tasty fruits, roots, and shoots. Though he was small, he was not afraid. He knew that many big animals wanted to eat him. But first they had to catch him! Then he heard
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138
Kompetensi Dasar pengetahuan dalam teks berbentuk: recount, narrative, dan procedure
Materi Pokok/Pembelajaran
Kegiatan Pembelajaran
Indikator
Some examples of recount text types are: - Newspaper reports - Television interviews - Conversations 2. Diskusi 9 Siswa - Speeches - Eyewitness accounts mencari mampu merespon perbedaan dan - Letters makna dan persamaan langkah dari recount Constructing a written retorika dan narrative recount. teks tulis text. The steps for constructing esei a written recount are: berbentu - a first paragraph that recount. gives background information about who, what, where and when (called an orientation)
Penilaian
Instrumen something. Rowr! There
was
tiger!
“Hello, Mouse Deer. I was just getting hungry. Now you can be my lunch.” said Tiger. Mouse Deer didn’t want to be lunch. He looked around and though fast. He saw a mud puddle. “I am sorry, Tiger. I can be your lunch. The King has ordered me to guard his pudding” Mouse Deer
- a series of paragraph that retell the events in the order in which they happened. - A concluding paragraph (called an reorientation;
Alokasi Sumber Waktu Belajar
answered.
“His
pudding?” said Tiger. “Yes. There it is.” Mouse Deer pointed to the mud puddle. It’s the best taste in the
139
Kompetensi Dasar
Materi Pokok/Pembelajaran
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen
Alokasi Sumber Waktu Belajar
world. The King doesn’t
not always necessary)
anyone else to eat it.” said
Language features in a recount The language features usually found in a recount are: - the use of the past tense.
Mouse Deer. Tiger looked longingly at the puddle. “I would like to taste the King’s puddle.” said Tiger. “Oh, no, Tiger! The King would be very angry.”
3. Mempelajari 9 NARRATIVE tenses yang digunakan What is narrative? dalam menulis A narrative is a piece of recount, text which tells a story narrative dan and, in doing so, entertains procedure text. or informs the reader or listener. Some examples of narrative text are:
Siswa mampu merespon makna dan langkah retorika teks tulis esei berbentuk procedure.
Mouse
Deer
answered. “Just one little taste, Mouse Deer! The King will never know.”. Mouse Deer said “Well, all right, Tiger. But first let me run far away, so no one will blame me.”.
“All
right,
Mouse
Deer, you can go know.”
140
Kompetensi Dasar
Materi Pokok/Pembelajaran -
Kegiatan Pembelajaran
Fable Legend Fairy tale Novels
Constructing a narrative The steps for constructing a narrative text are: - an orientation (can be a paragraph, a picture or opening chapter) in which the narrator tells the audience about who is in the story, when the story is taking place and where the action is happening. - an complication that sets off a chain of events that influences what will happen in the story. - a sequence of events where the characters react to the 4. Menjawab complication. soal latihan.
Indikator
Penilaian
Instrumen said Tiger. “Imagine!” said Tiger. “The King’s pudding!” He took a big mouth. Phooey! He spit it out. “Yuck! Ugh! Bleck! That’s no pudding. That’s mud!”
PRACTICE (Pre Reading)
Read the passage quickly and answer the questions! 1. What was the main idea of the story? ………………………… …… 2. Mention the characters in that story!
Alokasi Sumber Waktu Belajar
141
Kompetensi Dasar
Materi Pokok/Pembelajaran - a resolution in which the characters finally sort out the complication. - a coda that provides a comment or moral based on what has been learned from the story (an optional step)
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen
Alokasi Sumber Waktu Belajar
………………………… …...
PRACTICE (While Reading)
Language features of a narrative - specific characters. - the use of past tense.
Reading
the
passage
carefully and answer the questions! 1. How were the characters of mouse deer in this story? ………………………… …. 2. How were the characters of tiger in this story?
142
Kompetensi Dasar
Materi Pokok/Pembelajaran
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen ………………………… …. 3. Why the tiger wanted mouse deer to be his lunch? …………………………
PROCEDURE What is procedure? - A procedure is apiece of text that gives us instructions for doing something through a sequence of actions or steps. - The purpose of procedure text is to describe how something
….. 4. Did mouse deer want to be tiger’s lunch? ………………………… …. 5. How mouse deer could trick the tiger? ………………………… ….. 6. Which is your favorite character, and why do
Alokasi Sumber Waktu Belajar
143
Kompetensi Dasar
Materi Pokok/Pembelajaran
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen
accomplished through a
you like it?
sequence of actions or
…………………………
steps.
…... 7. What was the moral
Some Examples of
lesson that you got?
Procedure Texts are:
…………………………
-
Recipes
-
Direction
-
Instruction Manuals
-
Itineraries (Travel Schedule)
Constructing a Procedure
The steps for constructing a procedure text are: - an introductory statement that gives the
…..
Alokasi Sumber Waktu Belajar
144
Kompetensi Dasar
Materi Pokok/Pembelajaran aim or goal.
- a list of the materials that will be needed for completing the procedure. - a sequence of steps in the order they need to be done. The language features usually found in a procedure are:
- use of simple present tense, often imperative - use mainly temporal conjunctions (or numbering to indicate sequence) - use mainly of Material
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen
Alokasi Sumber Waktu Belajar
145
Kompetensi Dasar
Materi Pokok/Pembelajaran Process -
Pronunciation Heat /hi:t/ Go /gəu/ Keep /kί:p/ Right /rait/ Give up /gί:ve ap/ Please /plί:z/ Sure /sə:(r)/ Would /wud/ Could /cud/ Persuade /pə`sweid/ Procedure /pro:sədjə:/ Case /keis/ Correct /kə rekt/ Wish /wis/ Hope /həup/ Trust /trast/ Ought to / o:t tə/,etc
Intonation - The High-Low Falling Intonation (231#) or (31#) - Order, Calls, and
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen
Alokasi Sumber Waktu Belajar
146
Kompetensi Dasar
Materi Pokok/Pembelajaran Exclamation Ex: Good morning, Sir! - Decided or final statement Ex: You look so cheerful today. - Question-word question (Informa-tion Question) Ex: How are you? - The Mid-High Rising Intonation (23//) - Yes-no question Ex: He is your brother, isn’t it? - Miscellaneous Emotional Statement Ex: That’s very good. Conversation Gambits - OK - I don’t think …. - Well,…. - Actually,….. - Stop!
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen
Alokasi Sumber Waktu Belajar
147
Kompetensi Dasar
Materi Pokok/Pembelajaran -
Wait! Fine, Thanks. What’s up? Excuse me,…. Bye!
Grammar - Simple Present Tense S + to be + P(n/adv/adj) Ex: I am a student.
S + V1/Ves/s+O Ex: The teacher knows. - Simple Future Tense S + will + V1 Ex: They will pass the examination. - Simple Past Tense S + was/were +
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen
Alokasi Sumber Waktu Belajar
148
Kompetensi Dasar
Materi Pokok/Pembelajaran
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen
P(n/adv/adj) Ex: They were very lazy. S +V2/Ved+O Ex: I went to supermarket last week. Vocabulary - Boil - Moral Value - Scaffolding - Conversation - Offer - Accept - Refuse - Find out - Direction - Itineraries
Mouse Deer and Tiger One day, the mouse deer walked through the
GENRE
forest. He was looking for
Alokasi Sumber Waktu Belajar
149
Kompetensi Dasar Me ng un gka pk an ma kn a da n lan gk ahlan gk ah ret ori ka sec ara ak ura
Materi Pokok/Pembelajaran
Kegiatan Pembelajaran
RECOUNT What is recount? - Recount is a piece of 1. Mengingat 9 text that retells past kembali events, usually in order (refresh/revie in which they happened. w) materi - The purpose of a recount yang menyangkut is to give the audience a tentang description of what recount, occurred and when it narrative, dan occurred. procedure text, Some examples of recount text types are: - Newspaper reports - Television interviews - Conversations - Speeches - Eyewitness accounts - Letters Constructing a written recount. The steps for constructing a written recount are:
Indikator
Penilaian
Instrumen
Alokasi Sumber Waktu Belajar
tasty fruits, roots, and shoots. Siswa mampu merespon makna dan langkah retorika berbentuk narrative.
Tes Tulis
Though he was small, he was not afraid. He knew that many big animals wanted to eat him. But first they had to catch him! Then he heard something. Rowr! There
was
tiger!
“Hello, Mouse Deer. I was just getting hungry. Now you can be my lunch.” said Tiger. Mouse Deer didn’t want to be lunch. He looked around and though fast. He saw a mud puddle. “I am sorry, Tiger. I can be your lunch. The King has ordered me to
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150
Kompetensi Dasar t, lan car da n ber teri ma de ng an me ng gu na ka n rag am ba has a tuli s dal
Materi Pokok/Pembelajaran
Kegiatan Pembelajaran
Indikator
- a first paragraph that gives background information about who, what, where and when (called an orientation)
Penilaian
Instrumen
Alokasi Sumber Waktu Belajar
guard his pudding” Mouse Deer
answered.
“His
pudding?” said Tiger. “Yes. There it is.” Mouse Deer pointed to the mud puddle.
- a series of paragraph that retell the events in the order in which they happened. - A concluding paragraph 2. Diskusi 9 Siswa (called an reorientation; mencari mampu merespon perbedaan dan not always necessary) makna dan persamaan langkah dari recount Language features in a retorika dan narrative recount teks text. The language features berbentuk usually found in a recount recount. are: - the use of the past tense.
It’s the best taste in the world. The King doesn’t anyone else to eat it.” said Mouse Deer. Tiger looked longingly at the puddle. “I would like to taste the King’s puddle.” said Tiger. “Oh, no, Tiger! The King would be very angry.”
Mouse
Deer
answered. “Just one little taste, Mouse Deer! The King
151
Kompetensi Dasar am ko nte ks ke hid up an seh ari har i dal am tek s ber be ntu k: rec ou nt, na
Materi Pokok/Pembelajaran
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen
Alokasi Sumber Waktu Belajar
will never know.”. Mouse Deer said “Well, all right, Tiger. But first let me run far away, so no one will blame me.”.
“All
right,
Mouse
Deer, you can go know.” said Tiger. “Imagine!” said Tiger. “The King’s pudding!” He took a big mouth. Phooey! He spit it out. “Yuck! Ugh! NARRATIVE What is narrative? A narrative is a piece of text which tells a story and, in doing so, entertains 3. Mempelajari 9 Siswa or informs the reader or tenses yang mampu listener. digunakan merespon dalam menulis makna dan recount, langkah Some examples of
Bleck! That’s no pudding. That’s mud!” PRACTICE (Pre Reading)
Read the passage quickly and answer the questions! 1. What was the main idea
152
Kompetensi Dasar rra tiv e, da n pr oc ed ure
Materi Pokok/Pembelajaran narrative text are: - Fable - Legend - Fairy tale - Novels Constructing a narrative The steps for constructing a narrative text are: - an orientation (can be a paragraph, a picture or opening chapter) in which the narrator tells the audience about who is in the story, when the story is taking place and where the action is happening. - an complication that sets off a chain of events that influences what will happen in the story. - a sequence of events where the characters react to the
Kegiatan Pembelajaran narrative dan procedure text
Indikator
Penilaian
Instrumen
retorika teks berbentuk procedure.
Alokasi Sumber Waktu Belajar
of the story? ………………………… …… 2. Mention the characters in that story! ………………………… …...
PRACTICE (While Reading)
Reading
the
passage
carefully and answer the questions! 1.
How were the
153
Kompetensi Dasar
Materi Pokok/Pembelajaran
Kegiatan Pembelajaran
complication. - a resolution in which the characters finally sort out the complication. 4. Menjawap - a coda that provides a soal latihan comment or moral based on what has been learned from the story (an optional step) Language features of a narrative - specific characters. - the use of past tense.
Indikator
Penilaian
Instrumen characters of mouse deer in this story? ……………………… 2.
How were the characters of tiger in this story? ………………………
3.
Why the tiger wanted mouse deer to be his lunch? ………………………
4.
Did mouse deer want to be tiger’s lunch? ………………………
5.
How mouse deer could
Alokasi Sumber Waktu Belajar
154
Kompetensi Dasar
Materi Pokok/Pembelajaran
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen trick the tiger? ……………………… 6.
Which is your favorite character, and why do you like it? ………………………
PROCEDURE What is procedure? - A procedure is apiece of text that gives us instructions for doing something through a sequence of actions or steps. - The purpose of procedure text is to describe how something
7.
What was the moral lesson that you got? ………………………
Alokasi Sumber Waktu Belajar
155
Kompetensi Dasar
Materi Pokok/Pembelajaran accomplished through a sequence of actions or steps.
Some Examples of Procedure Texts are:
-
Recipes
-
Direction
-
Instruction Manuals
-
Itineraries (Travel Schedule)
Constructing a Procedure
The steps for constructing a procedure text are: - an introductory statement that gives the
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen
Alokasi Sumber Waktu Belajar
156
Kompetensi Dasar
Materi Pokok/Pembelajaran aim or goal.
- a list of the materials that will be needed for completing the procedure. - a sequence of steps in the order they need to be done. The language features usually found in a procedure are:
- use of simple present tense, often imperative - use mainly temporal conjunctions (or numbering to indicate sequence) - use mainly of Material
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen
Alokasi Sumber Waktu Belajar
157
Kompetensi Dasar
Materi Pokok/Pembelajaran Process -
Pronunciation Heat /hi:t/ Go /gəu/ Keep /kί:p/ Right /rait/ Give up /gί:ve ap/ Please /plί:z/ Sure /sə:(r)/ Would /wud/ Could /cud/ Persuade /pə`sweid/ Procedure /pro:sədjə:/ Case /keis/ Correct /kə rekt/ Wish /wis/ Hope /həup/ Ought to / o:t tə/,etc
Intonation - The High-Low Falling Intonation (231#) or (31#) - Order, Calls, and
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen
Alokasi Sumber Waktu Belajar
158
Kompetensi Dasar
Materi Pokok/Pembelajaran Exclamation Ex: Good morning, Sir! - Decided or final statement Ex: You look so cheerful today. - Question-word question (Informa-tion Question) Ex: How are you? - The Mid-High Rising Intonation (23//) - Yes-no question Ex: He is your brother, isn’t it? - Miscellaneous Emotional Statement Ex: That’s very good. Conversation Gambits - OK - I don’t think …. - Well,…. - Actually,….. - Stop!
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen
Alokasi Sumber Waktu Belajar
159
Kompetensi Dasar
Materi Pokok/Pembelajaran -
Wait! Fine, Thanks. What’s up? Excuse me,…. Bye!
Grammar - Simple Present Tense S + to be + P(n/adv/adj) Ex: I am a student. S + V1/Ves/s+O Ex: The teacher knows.
- Simple Future Tense S + will + V1 Ex: They will pass the examination. - Simple Past Tense S + was/were + P(n/adv/adj) Ex: They were very lazy.
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen
Alokasi Sumber Waktu Belajar
160
Kompetensi Dasar
Materi Pokok/Pembelajaran
Kegiatan Pembelajaran
Indikator
Penilaian
Instrumen
Alokasi Sumber Waktu Belajar
S +V2/Ved+O Ex: I went to supermarket last week. Vocabulary - Boil - Conclusion - Moral Value - Offer - Accept - Refuse - Find out - Direction - Afraid - Itineraries, etc
Mengetahui:
Semarang, 05 Mei 2009
Guru Bahasa Inggris,
Kepala SMA 6 Semarang,
Hj. Dra. Ida Rahmawati NIP. 196403171986012002
Drs. Bambang Nianto Mulyo, M.Ed NIP. 196104291986031007
Appendix 3
The Writer,
Andhani Mayangsari NIM. 220 140 5628
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) SMA/MA
: SMA Negeri 6 Semarang
Mata Pelajaran: Bahasa Inggris Materi Pokok : Narrative text, Recount Text, and Procedure Text Kelas/Semester: X (Sepuluh)/I (Satu) Pertemuan ke : 1-5 (satu sampai dengan lima)/450 menit Metode
: Audio Visual Method
Alat pembelajaran :
Gambar
Sumber Belajar Indoor
: -
Buku teks yang relevan: Anderson Mark, Kathy A . 2003. Text Type 1. Australia: Macmillan Anderson Mark, Kathy A . 2003. Text Type 2. Australia: Macmillan
-
Narrative Text “The Lion and the Hyena” and “Goldilocks and the Three Bears”
-
Comic “Goldilocks Story” from http://www.british council.org/learnenglish
-
Student Work Sheet (LKS Selektif)
Sumber Belajar Outdoor
:
A. Standar Kompetensi
: 5. Membaca Memahami makna teks tulis fungsional pendek dan esei sederhana berbentuk recount, narrative dan procedure dalam konteks kehidupan seharihari dan untuk mengakses ilmu pengetahuan. 6.Menulis Mengungkapkan
makna
dalam
teks
tulis
fungsional pendek dan esei sederhana berbentuk
161
162
recount,
dan
narrative,
dalam
procedure
konteks kehidupan sehari-hari. B. Kompetensi Dasar
:
5.2 Merespon makna dan langkah retorika teks tulis esei secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks
berbentuk:
recount,
narrative,
dan
procedure. Mengungkapkan
makna
dan
langkah-
langkah retorika secara akurat, lancar dan berterima
dengan
menggunakan
ragam
bahasa tulis dalam konteks kehidupan sehari-hari dalam teks berbentuk: recount, narrative, dan procedure. C. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran 80% siswa dapat: a. Memahami makna dan langkah retorika secara akurat, lancar dan berterima dalam teks tulis esei berbentuk narrative, recount, dan procedure. b. Memahami makna dalam teks berbentuk narrative, recount, dan procedure untuk mengakses ilmu pengetahuan. c. Memahami makna dan langkah retorika secara akurat, lancar dan berterima dalam bahasa tulis berbentuk narrative, recount, dan procedure. d. Mengucapan kata dengan betul dalam membaca.
163
D. INDIKATOR PENCAPAIAN KOMPETENSI SISWA
Siswa mampu memahami: 1. Makna dan langkah retorika secara akurat, lancar dan berterima dalam teks tulis esei berbentuk narrative text. 2. Makna
dalam teks
berbentuk
narrative
untuk
mengakses
ilmu
pengetahuan. 3. Makna dan langkah retorika secara akurat, lancar dan berterima dalam bahasa tulis berbentuk narrative, recount, dan procedure. 4. Pengucapan kata yang betul dalam membaca. 5. Cara menyusun dan menulis karangan atau cerita dalam teks yang berbentuk narrative, recount, dan procedure.
C. Tujuan Pembelajaran
Pada akhir pembelajaran 80% siswa harus dapat: 1. Memahami makna dan langkah retorika secara akurat, lancar dan berterima dalam teks tulis esei berbentuk narrative, recount, dan procedure. 2. Memahami makna dalam teks berbentuk narrative, recount, dan procedure untuk mengakses ilmu pengetahuan. 3. Memahami makna dan langkah retorika secara akurat, lancar dan berterima dalam bahasa tulis berbentuk narrative, recount, dan procedure. 4. Mengucapan kata dengan betul dalam membaca.
E. Materi Esensial Pembelajaran RECOUNT What is recount?
- Recount is a piece of text that retells past events, usually in order in which they happened.
164
- The purpose of a recount is to give the audience a description of what occurred and when it occurred. Some examples of recount text types are:
-
Newspaper reports
-
Television interviews
-
Conversations
-
Speeches
-
Eyewitness accounts
-
Letters
Constructing a written recount.
The steps for constructing a written recount are: -
a first paragraph that gives background information about who, what, where and when (called an orientation)
-
a series of paragraph that retell the events in the order in which they happened.
-
A concluding paragraph (called an reorientation; not always necessary)
Language features in a recount
The language features usually found in a recount are: - the use of the past tense. Models of recounts:
As it happened One very spooky encounter with a UFO (an unidentified flying object) occurred in May 1974 involving a couple driving from Zimbabwe to South Africa. As they carefully drove throughout the night they saw a flashing bluewhite light that was going on and off in a slow, steady rhythm. Shortly after noticing this, the car was covered in a bright circle of light. Inside the car it suddenly became very cold. The couple wrapped themselves in thick blankets and turned on the heater but they still shivered. Then their car began to act very strangely. Suddenly the headlights went off, the brakes failed, the steering wheel locked and the fuel gauge showed empty. Next the car began speeding up and raced along the road at 190 kilometers an hour. To one side of car, the UFO continued to follow. The driver and his passenger lost consciousness. When they awoke they were near the small town of Victoria. The car’s odometer showed that
165
only 12 kilometers had been traveled, yet the distance from where they first saw the UFO to Fort Victoria was 290 kilometers. Although the couple’s description of what happened contained plenty of details, many people find it hard to believe that UFOs do exist. NARRATIVE What is narrative?
A narrative is a piece of text which tells a story and, in doing so, entertains or informs the reader or listener. The purpose of narrative text is to amuse and entertain the reader or listener about something. Some examples of narrative text are:
- Fable
- Film
- Legend
- Folklore
- Fairy tale - Novels Constructing a narrative
The steps for constructing a narrative text are: - an orientation (can be a paragraph, a picture or opening chapter) in which the narrator tells the audience about who is in the story, when the story is taking place and where the action is happening. - an complication that sets off a chain of events that influences what will happen in the story. - a sequence of events where the characters react to the complication. - a resolution in which the characters finally sort out the complication. - a coda that provides a comment or moral based on what has been learned from the story (an optional step). Language features of a narrative
- specific characters. - the use of past tense.
166
The Model of Narrative Text: The Lion and the Hyena A long time ago, the lion was the king of the animals. He and the hyena were friends. They often went out to look for food together. One day, they found a cow and a bull. The lion said to the Hyena, “You can have the cow. I want the bull because it is powerful like me.” The Hyena was afraid of the lion, so he said yes. The lion was very busy being king, so the hyena took care of the cow and the bull. One day the Hyena said to the Lion, “My cow will soon have a baby.” When the baby cow was born, the lion went to look at it. “This isn’t your cow’s baby; it is my bull’s baby!” said the lion to the hyena. Then the two friends disagreed. They called all the old and wise animals to decide who owned the baby cow. All the animals came except the ape. They all said that the baby cow belonged to the lion. But as they were leaving, the ape finally arrived. “I was very busy’” he said to the lion. The lion shouted, “I’m king of the animals, but I’m here! Why were you too busy to come?” “I was sewing the earth and the sky together,” the ape explained. Then the lion asked, “How is it possible to sew the earth and sky together?” “First tell me,” the ape answered, “how is it possible for a bull to have a baby?” Scaffolding: 1st paragraph as the orientation 2nd paragraph as the complication 3rd paragraph as sequence of events 4th paragraph as resolution 5th paragraph as coda (moral value)
167
Cinderella Scaffolding
Climax: Clocks strikes 12
Resolution: Complication:
Every one must fit the
slipper Be home by midnight
Cinderella may not Prince falls in love Cinderella can not go!
with Cinderella
Prince finds out the
slipper fit , she is Cinderella. Fairy god mother Grants Cinderella her wish
Falling Action:
They marry Invitation to the ball
Conclusion:
168
Orientation: ever after Cinderella Stepmother and Stepsisters Cinderella’s house
PROCEDURE What is procedure?
A procedure is apiece of text that gives us instructions for doing something through a sequence of actions or steps. The purpose of procedure text is to describe how something accomplished through a sequence of actions or steps. Some Examples of Procedure Texts are:
-
Recipes
-
Direction
-
Instruction Manuals
-
Itineraries (Travel Schedule)
Constructing a Procedure
The steps for constructing a procedure text are: -
an introductory statement that gives the aim or goal.
They lived happily
169
-
a list of the materials that will be needed for completing the procedure.
-
a sequence of steps in the order they need to be done.
The language features usually found in a procedure are:
-
use of simple present tense, often imperative
-
use mainly temporal conjunctions (or numbering to indicate sequence)
-
use mainly of Material Process
The Model of Procedure Text: How to make jelly
Jelly can be made very simply by following these directions. You will need one packet of jelly crystals, a 500 ml jug, 250 ml of boiling water, 200 ml of cold water, and a bowl. 7. Empty contents of packet of jelly crystals into the jug. 8. Add boiling water. 9. Stir well until crystals dissolve. 10. Add the cold water and stir. 11. Pour mixture into a bowl. 12. Refrigerate until firm. •
Pronunciations -
Ape /eip/
- Pardon / pa:dn/
•
- Repeat /ri ̀pi:t/ - Can /kən/
-
Sorry /`sori/
- Please /pli:z/
-
Say /sei/
- Could /kud/
-
Louder /laudə(r)/
- Would /wud/
Intonations - The High-Low Falling Intonation (231 #) or (31 #) o Order, Calls, and Exclamation
E.g.: Hey, Lisa.
- Hyena /hai’i:nə/, etc
170
o Decided or final statements
E.g.: There was no TV. o Question-word questions (Information questions)
E.g.: Who is speaking? - The Mid-High Rising Intonation (23 //) o Yes-no questions
E.g.: Can you hear me, mom? o Polite requests
E.g.: Hold on a second, please o Miscellaneous Emotional statements
E.g.: I don’t think so. - The High-Normal Sustained Intonation (23/) E.g.: Didn’t you like it? •
Conversation Gambits
- Can you ….?
- Well, ….
- ‘Sorry?
- etc
- Could you….?
- Why don’t you….
- I’d like to ….?
- Would you….?
- I don’t think so.
- OK.
• Grammar Simple Present Tense S + to be + Adj/Adv/Pronoun Subject
To Be
Pronoun
I
am
a student
is
a student
are
students
He She It They We You
171
S + V1(infinitive)/Ves/s + O Subject
V1(infinitive)/Ves/s
Object
read
a book
He
likes
puzzle
She
likes
puzzle
It
likes
puzzle
To Be
Adj
was
late
were
happy
Subject
V2/Ved
Object
He, She, It, I,
bought
TV
watched
TV
They We I You
Simple Past Tense S + to be + / Adj/Adv Pronoun Subject I He She It They We You
S+ V2/Ved+ O
They, We, You He, She, It, I,
172
They, We, You •
Vocabulary -
Pardon
- Louder
- Great
-
Beg
- Nice
- Ape, etc
-
Repeat
- Wonderful
F. RINCIAN PROSES PEMBELAJARAN
No.
Proses Pembelajaran Siswa
Tahapan Waktu
1 Kegiatan Pendahuluan
5X15
.
menit
7. Guru memberikan pembukaan dengan sapaan dan sedikit intermezzo. 8. Guru memberikan gambaran tentang topik apa yang akan dipelajari hari ini kepada siswa. 9. Guru memberikan pertanyaan mengenai apa yang ada di sekitar siswa yang berhubungan dengan topik pelajaran.
2 Kegiatan Inti
5X65
.
menit
1.
Guru memberikan sebuah narrative text, recount text, procedure text yang telah ditulis pada karton asturo dan ditempel pada papan tulis.
2.
Guru memberikan model cara membaca yang baik pada teks bacaan tersebut.
3.
Siswa menirukan dengan seksama dan hati-hati.
4.
Guru meminta siswa untuk mengidentifikasi jenis teks pada model.
5.
Siswa mengidentifikasi jenis teks pada model.
6.
Guru meminta siswa untuk mengidentifikasi scaffolding dari bacaan tersebut.
7.
Siswa mengidentifikasi scaffolding dari bacaan tersebut.
8.
Guru membandingkan persamaan dan perbedaan pada Recount text dan Narrative text.
173
9.
Siswa memberikan jawaban atas pebandingan dan pertanyaan yang telah dilontarkan kepada mereka.
10. Guru memberikan waktu bertanya atas materi yang belum paham. 11. Siswa bertanya mengenai materi yang belum paham. 12. Guru memerintahkan siswa untuk mengerjakan soal essay pada LKS. 13. Siswa mengerjakan soal essay pada LKS. 14. Guru memberi instruksi kepada siswa untuk membaca narrative text dengan sekasama dan perlahan (tanpa suara). 15. Siswa membaca narrative text dengan seksama dengan perlahan (tanpa suara) untuk persiapan penilaian membaca dengan keras. 16. Guru memberi instruksi kepada siswa untuk membaca kembali materi tentang procedure teks pada Student Work Sheet atau LKS pada halaman 64. 17. Siswa membaca kembali materi tentang procedure teks pada Student Work Sheet atau LKS pada halaman 64. 18. Guru memberikan gambar komik (Goldilocks Story) yang termasuk dalam bentuk teks narrative untuk diurutkan sesuai dengan alur cerita yang benar. (lihat appendix) 19. Siswa mengurutkan cerita sesuai dengan gambar komik yang telah diberikan oleh guru. 3 Kegiatan Penutup
5X10
.
menit
1. Guru memeriksa dan mencocokkan jawaban siswa pada LKS, dengan cara pencocokan silang dibantu oleh siswa. 2. Siswa mengoreksi LKS yang bukan milik mereka. 3. Guru memberikan jawaban yang betul atas setiap jawaban siswa.
174
4. Siswa mencocokkan jawaban, memberikan tanda silang (X) apabila jawaban salah dan check list (√) apabila jawaban betul. 5. Guru memberikan penilaian berupa angka untuk nilai latihan menulis. 6. Guru merekam cara membaca setiap siswa dengan recorder. 7. Siswa membaca dengan keras bacaan berbentuk narrative. 8. Guru memberikan penilaian atas hasil rekaman setiap siswa sebagai nilai latihan membaca. (lihat rekaman cassette) 9. Guru memberikan tugas kepada siswa untuk menulis karangan megenai kenangan yang terlupakan (Recount Text) untuk dikumpulkan 10. Siswa membuat karangan mengenai pengalaman yang tak terlupakan
dan
mengumpulkan
sebelum
bel
pelajaran berakhir. 11. Guru memberikan penilaian atas hasil karangan siswa dan memberikan score sebagai nilai latihan. 12. Guru dan siswa saling berdiskusi dalam membahas soal evaluasi unttk persiapan mid semester. 13. Guru memberikan instruksi untuk menutup semua buku baik LKS maupun catatan dan memberikan evaluasi atas materi yang diberikan berupa tes tertulis yang berisi tentang teori yang menyangkut procedure text, narrative and recount text. 14. Siswa menutup semua buku baik LKS maupun catatan dan mengerjakan soal yang diberikan oleh guru sebagai evaluasi atas materi yang telah diterima. 15. Guru mengumpulkan hasil evaluasi dan mengoreksi
175
hasil evaluasi.
G. Penilaian a. Teknik: Written Test dan Reading aloud test b. Bentuk: Written dan Oral c. Instrument: (See Apendix) d. Pedoman Penilaian
1) (I) Untuk tiap jawaban benar pada LKS (essay) sebagai tes tertulis skor 2. 2) (II) Untuk tes membaca dengan lancar skor 70 3) (III) Untuk tes menulis dengan
(mengarang kenangan yang tak terlupakan)
nilai sempurna skor 80
4) (IV) Untuk evaluasi hasil belajar, terdapat 7 soal uraian dengan nilai sempurna skor 100 5) Jumlah skor maksimal: I.
2 X 15 =30
II.
90
III.
80
IV.
100 + Jumlah = 300
6) Nilai maksimal = 300 Skor Perolehan 7) Nilai siswa =
X 10 Skor Maksimal
Rubrik Penilaian No
I
Uraian
Skor
Isi benar, tata bahasa benar
2
Isi benar, tata bahasa kurang tepat
1
176
Isi dan tata bahasa kurang tepat Tidak menjawab
II
Pronunciation,
1/2 0
intonation,
fluency
80 70-79
benar. Pronunciation,
intonation,
fluency
kurang tepat atau sedikit salah. Pronunciation,
intonation,
fluency 10-50
terdapat banyak kesalahan. Pronunciation,
51-69
fluency
0
Pronunciation, grammar, intonation,
80
intonation,
salah. Diam
III
fluency, dan content benar. Pronunciation, grammar, intonation,
70-79
fluency, dan content kurang tepat atau sedikit salah.
51 – 69
Pronunciation, grammar, intonation,
fluency, dan content terdapat banyak
10 – 50
kesalahan Pronunciation, grammar, intonation,
0
fluency, dan content salah. IV
Jawaban betul semua
Mengetahui: Guru Bahasa Inggris,
Hj. Dra. Ida Rahmawati Mayangsari
100
Semarang, 05 Mei 2009 Kepala SMA 6 Semarang,
Drs. Bambang N M, M.Ed
The Writer,
Andhani
177
NIP. 131 565 429
NIP. 196104291986031007
NIM. 220 140
5628
Appendix Goldilocks and the Three Bears Once upon a time, there was a little girl which was walking through the forest. Her name’ s Goldilocks. In this forest, there were three bears that lived in a house in the wood. There were Mama Bear, Papa Bear, and Baby Bear. One day, Mama Bear made some porridge. Mama bear put the porridge on the table for the tree bears. The three bears wanted the porridge to cool off, so they went for a walk. While they were gone, Goldilocks walked by the bears’ house. She looked into the window and then she knocked the door but nobody answered. Goldilocks decided to open the door and walked inside without permission. There are three bowls of porridge on a table. She was hungry, and she tasted some of Papa Bear’ s porridge but it was too hot, she tasted some of Mama Bear’ s porridge but it was too cold, then she tasted some of Baby Bear’ s porridge and it was just right so she ate it all up. Goldilocks tired, she went into the living room and there were three chairs around the table. She sat in Papa Bear’ s chair and Mama Bear’ s chair but both of the chairs were too big. And next, she sat in the baby bear’ s chair and it broke. Goldilocks went to the bedroom. She lay down in Papa Bear’ s bed and it was too hard, then she lay down in Mama Bear’s bed and it was too soft, and then she lay down in Baby Bear’ s bed and it was right so she fell asleep. Goldilocks decided to open the door and walked inside without permission. There are three bowls of porridge on a table. She was hungry, and she tasted some of Papa Bear’ s
178
porridge but it was too hot, she tasted some of Mama Bear’ s porridge but it was too cold, then she tasted some of Baby Bear’ s porridge and it was just right so she ate it all up. Goldilocks tired, she went into the living room and there were three chairs around the table. She sat in Papa Bear’ s chair and Mama Bear’ s chair but both of the chairs were too big. And next, she sat in the baby bear’ s chair and it broke. Goldilocks went to the bedroom. She lay down in Papa Bear’ s bed and it was too hard, then she lay down in Mama Bear’s bed and it was too soft, and then she lay down in Baby Bear’ s bed and it was right so she fell asleep. The three bears came home, and they saw the bowls and look at them. Papa Bear said, “Some one ate my porridge.” Mama Bear said, “Some one ate my porridge all up.” The three bears went into living room. Papa Bear and Mama Bear said, “Some one sat in my chair.” And Baby Bear said, “Some one sat in my chair, and broke it.” The tree bears went into the bedroom, and saw the beds. Papa Bear and Mama Bear said, “Someone lay down on my bed.” And Baby Bear said, “Someone lay down on my bed and she’ s still there!” Goldilocks woke up and looked at the bears and screamed. Goldilocks ran out of the house ( She ran away) .
Have a go!
8. Who are the participants of the story? 9. Find out the sentences showing past tense! 10. Find out material processes! 11. What is the type of the text? 12. What is the purpose of the text? 13. What is the message or moral value that you get from the story? 14. Draw the scaffolding of the story!
179
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) SMA/MA
: SMA Negeri 6 Semarang
Mata Pelajaran: Bahasa Inggris Materi Pokok : Narrative text, Recount Text, and Procedure Text Kelas/Semester: X (Sepuluh)/I (Satu) Pertemuan ke : 6-15 (enam sampai dengan lima belas)/900 menit Metode
: Audio Visual Method dan Game
Alat pembelajaran : Sumber Belajar Indoor
Gambar, Wayang, Film dan Game : -
Buku teks yang relevan: Anderson Mark, Kathy A . 2003. Text Type 1. Australia: Macmillan Anderson Mark, Kathy A . 2003. Text Type 2. Australia: Macmillan
Sumber Belajar Outdoor
-
Narrative Text “The Mouse Deer and the Tiger”
-
Mouse Deer puppet and Tiger puppet
-
Narrative Movie “Kungfu Panda”
-
Student Work Sheet (LKS Selektif)
:
A. Standar Kompetensi: 2. Mendengarkan
Memahami makna teks fungsional pendek dan teks monolog sederhana berbentuk recount, narrative dan procedure dalam konteks kehidupan sehari-hari. 4. Berbicara Mengungkapkan makna
dalam teks fungsional
pendek dan monolog berbentuk recount, narrative dan procedure sederhana dalam konteks kehidupan sehari-hari. B. Kompetensi Dasar: 2.2 Merespon makna dalam teks monolog sederhana yang
menggunakan ragam bahasa lisan secara akurat,
180
lancar dan berterima dalam berbagai konteks kehidupan
sehari-hari
dalam
teks:
recount,
dalam teks
monolog
narrative, dan procedure. 4.2 Mengungkapkan
makna
sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks
kehidupan
sehari-hari
dalam
teks
berbentuk: recount, narrative, dan procedure.
C. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran 75% siswa dapat: a. Merespon makna dalam teks monolog sederhana yang menggunkan ragam bahasa lisan dalam teks recount dan narrative. b. Mengungkapkan
makna
dalam
teks
monolog
sederhana
dengan
menggunakan ragam bahasa lisan dalam teks berbentuk narrative, recount, dan procedure. c. Pengucapan kata dalam bahasa Inggris dengan baik dan benar. d. Makna kosa kata yang terdapat dalam teks berbentuk narrative, recount, dan procedure. e. Tenses yang digunakan dalam menyusun teks berbentuk narrative, recount, dan procedure. f. Cara berkomunikasi dengan menggunakan bahasa Inggris.
181
D. INDIKATOR PENCAPAIAN KOMPETENSI SISWA
Siswa mampu memahami: 1. Merespon makna dalam teks monolog sederhana yang menggunkan ragam bahasa lisan dalam teks recount, narrative, dan procedure. 2. Mengungkapkan
makna
dalam
teks
monolog
sederhana
dengan
menggunakan ragam bahasa lisan dalam teks berbentuk narrative, recount, dan procedure. 3. Pengucapan kata dalam bahasa Inggris dengan baik dan benar. 4. Makna kosa kata yang terdapat dalam teks berbentuk narrative, recount, dan procedure. 5. Tenses yang digunakan dalam menyusun teks berbentuk narrative, recount, dan procedure. 6. Cara berkomunikasi dengan menggunakan bahasa Inggris.
E. MATERIAL ESSENSIAL PEMBELAJARAN RECOUNT What is recount?
- Recount is a piece of text that retells past events, usually in order in which they happened. - The purpose of a recount is to give the audience a description of what occurred and when it occurred. Some examples of recount text types are:
- Newspaper reports - Television interviews - Conversations - Speeches - Eyewitness accounts - Letters
182
Constructing a written recount.
The steps for constructing a written recount are: - a first paragraph that gives background information about who, what, where and when (called an orientation) - a series of paragraph that retell the events in the order in which they happened. - A concluding paragraph (called an reorientation; not always necessary) Language features in a recount
The language features usually found in a recount are: - the use of the past tense. Model of recounts:
As it happened One very spooky encounter with a UFO (an unidentified flying object) occurred in May 1974 involving a couple driving from Zimbabwe to South Africa. As they carefully drove throughout the night they saw a flashing bluewhite light that was going on and off in a slow, steady rhythm. Shortly after noticing this, the car was covered in a bright circle of light. Inside the car it suddenly became very cold. The couple wrapped themselves in thick blankets and turned on the heater but they still shivered. Then their car began to act very strangely. Suddenly the headlights went off, the brakes failed, the steering wheel locked and the fuel gauge showed empty. Next the car began speeding up and raced along the road at 190 kilometers an hour. To one side of car, the UFO continued to follow. The driver and his passenger lost consciousness. When they awoke they were near the small town of Victoria. The car’s odometer showed that only 12 kilometers had been traveled, yet the distance from where they first saw the UFO to Fort Victoria was 290 kilometers. Although the couple’s description of what happened contained plenty of details, many people find it hard to believe that UFOs do exist.
183
NARRATIVE What is narrative?
A narrative is a piece of text which tells a story and, in doing so, entertains or informs the reader or listener. The purpose of narrative text is to amuse and entertain the reader or listener about something. Some examples of narrative text are:
- Fable
- Film
- Legend
- Folklore
- Fairy tale - Novels Constructing a narrative
The steps for constructing a narrative text are: - an orientation (can be a paragraph, a picture or opening chapter) in which the narrator tells the audience about who is in the story, when the story is taking place and where the action is happening. - an complication that sets off a chain of events that influences what will happen in the story. - a sequence of events where the characters react to the complication. - a resolution in which the characters finally sort out the complication. - a coda that provides a comment or moral based on what has been learned from the story (an optional step) Language features of a narrative
- specific characters. - the use of past tense. The Model of Narrative Text:
Mouse Deer and Tiger One day, the mouse deer walked through the forest. He was looking for tasty fruits, roots, and shoots. Though he was small, he was not afraid. He knew that many big animals wanted to eat him. But first they had to catch him! Then he heard something. Rowr!
184
There was tiger! “Hello, Mouse Deer. I was just getting hungry. Now you can be my lunch.” said Tiger. Mouse Deer didn’t want to be lunch. He looked around and though fast. He saw a mud puddle. “I am sorry, Tiger. I can be your lunch. The King has ordered me to guard his pudding” Mouse Deer answered. “His pudding?” said Tiger. “Yes. There it is.” Mouse Deer pointed to the mud puddle. It’s the best taste in the world. The King doesn’t anyone else to eat it.” said Mouse Deer. Tiger looked longingly at the puddle. “I would like to taste the King’s puddle.” said Tiger. “Oh, no, Tiger! The King would be very angry.” Mouse Deer answered. “Just one little taste, Mouse Deer! The King will never know.”. Mouse Deer said “Well, all right, Tiger. But first let me run far away, so no one will blame me.”. “All right, Mouse Deer, you can go know.” said Tiger. “Imagine!” said Tiger. “The King’s pudding!” He took a big mouth. Phooey! He spit it out. “Yuck! Ugh! Bleck! That’s no pudding. That’s mud!”
PROCEDURE What is procedure?
A procedure is apiece of text that gives us instructions for doing something through a sequence of actions or steps. The purpose of procedure text is to describe how something accomplished through a sequence of actions or steps. Some Examples of Procedure Texts are:
-
Recipes
-
Direction
-
Instruction Manuals
-
Itineraries (Travel Schedule)
Constructing a Procedure
The steps for constructing a procedure text are: -
an introductory statement that gives the aim or goal.
-
a list of the materials that will be needed for completing the procedure.
185
-
a sequence of steps in the order they need to be done.
The language features usually found in a procedure are: -
use of simple present tense, often imperative
-
use mainly temporal conjunctions (or numbering to indicate sequence)
-
use mainly of Material Process
The Models of Procedure Text: How to make jelly
Jelly can be made very simply by following these directions. You will need one packet of jelly crystals, a 500 ml jug, 250 ml of boiling water, 200 ml of cold water, and a bowl. 1. Empty contents of packet of jelly crystals into the jug. 2. Add boiling water. 3. Stir well until crystals dissolve. 4. Add the cold water and stir. 5. Pour mixture into a bowl. 6. Refrigerate until firm. • Pronunciations - Ape /eip/
- Repeat /ri ̀pi:t/
- Pardon / pa:dn/
- Can /kən/
- Sorry /`sori/
- Please /pli:z/
- Say /sei/
- Could /kud/
- Louder /laudə(r)/
- Would /wud/
- Hyena /hai’i:nə/, etc
• Intonations - The High-Low Falling Intonation (231 #) or (31 #) o Order, Calls, and Exclamation
E.g.: Hey, Lisa. o Decided or final statements
186
E.g.: There was no TV. o Question-word questions (Information questions)
E.g.: Who is speaking? - The Mid-High Rising Intonation (23 //) o Yes-no questions
E.g.: Can you hear me, mom? o Polite requests
E.g.: Hold on a second, please o Miscellaneous Emotional statements
E.g.: I don’t think so. - The High-Normal Sustained Intonation (23/) E.g.: Didn’t you like it? • Conversation Gambits
•
- Can you ….?
- Well, ….
- ‘Sorry?
- Could you….?
- Why don’t you….
- I’d like to ….?
- Would you….?
- I don’t think so.
- OK.
- etc
Grammar Simple Present Tense S + to be + Adj/Adv/Pronoun
Subject
To Be
Pronoun
I
am
a student
is
a student
are
students
He She It They We You S + V1(infinitive)/Ves/s + O
Subject They
V1(infinitive)/Ves/s
Object
187
We
read
a book
He
likes
puzzle
She
likes
puzzle
It
likes
puzzle
I You
e. Simple Past Tense S + to be + Adj/Adv/Pronoun
Subject
To Be
Adj
was
late
were
happy
Subject
V2/Ved
Object
He, She, It, I,
bought
TV
watched
TV
I He She It They We You S + V2/Ved+ O
They, We, You He, She, It, I, They, We, You •
Vocabulary - Stir
- Louder
- Great
- Empty
- Nice
- Ape, etc
- Pour
- Wonderful
- Mouse Deer, etc
F. RINCIAN PROSES PEMBELAJARAN SISWA
No.
Proses Pembelajaran Siswa
Tahapan Waktu
188
1. Kegiatan Pendahuluan
1. Guru memberikan pembukaan dengan sapaan dan sedikit
10X15 menit
intermezzo. 2. Guru memberikan gambaran tentang topik apa yang akan dipelajari hari ini kepada siswa. 3. Guru memberikan pertanyaan mengenai apa yang ada di sekitar siswa yang berhubungan dengan topik pelajaran. 4. Guru memberikan gambar (mouse deer and lion) yang berhubungan dengan topik pembelajaran untuk memberikan stimulus kepada siswa atas apa yang akan dipelajari. (lihat appendix) 2. Kegiatan Inti
1.
Guru memberikan sebuah narrative text, recount text, procedure text yang telah ditulis pada karton asturo dan ditempel pada papan tulis. (lihat appendix)
2.
Guru memberikan model cara membaca yang baik pada teks bacaan tersebut.
3.
Siswa menirukan dengan seksama dan hati-hati.
4.
Guru meminta siswa untuk mengidentifikasi jenis teks pada model.
5.
Siswa mengidentifikasi jenis teks pada model.
6.
Guru meminta siswa untuk mengidentifikasi scaffolding dari bacaan tersebut.
7.
Siswa mengidentifikasi scaffolding dari bacaan tersebut.
8.
Guru memberikan waktu bertanya atas materi yang belum paham.
9.
Siswa bertanya mengenai materi yang belum paham.
10. Guru
memberikan
sebuah
permainan
yang
berupa
kompetisi antar group, satu kelas dibagi menjadi 4 group dengan aturan yang telah ditentukan oleh guru. Materi yang digunakan dalam permainan tersebut adalah materi yang
10X65 menit
189
telah diberikan oleh guru pada pertemuan sebelumnya yang meliputi narrative, recount, dan procedure teks (lihat appendix). 11. Guru memberikan instruksi bahwa setiap pertanyaan harus dijawab secara lisan dengan menggunakan bahasa Inggris (berlatih mengutarakan maksud dalam bahasa Inggris) tanpa membuka buku dengan menggunakan kalimat mereka sendiri. 12. Siswa mendengarkan segala instruksi yang diberikan oleh guru, baik cara bermain dalam peraturan tersebut ataupun aturan permainan tersebut. 13. Permainan dimulai dengan penunjukan siswa kelompok pertama yang akan memilih score pertama dengan cara suit (pingsut) untuk memulai permainan. 14. Permainan berlangsung sesuai instruksi dari guru. 15. Permainan diakhiri dengan penghitungan score yang telah terkumpul pada masing-masing kelompok, setiap kelompok akan mendapatkan hadiah (permen dan makanan ringan) dari guru, dan hadiah utama akan diperoleh kelompok yang mendapatkan score tertinggi. 16. Guru memberikan dialog monolog yang telah direkam dalam flash disc dan diputar lewat
komputer dengan
disertai gambar dan pertanyaan untuk diperdengarkan dengan seksama oleh siswa dan dijawab oleh siswa. (lihat CD) 17. Siswa mendengarkan dengan seksama dan menjawab pertanyaan yang telah diperdengarkan oleh guru secara lisan. 18. Guru
memainkan rekaman dialog
monolog dengan
memunculkan teks pada layar LCD.(lihat CD)
190
19. Guru
memberikan
instruksi
kepada
siswa
untuk
mendengarkan cara pengucapan setiap kalimat pada teks monolog tersebut dengan seksama dan menirukan cara melafalkan setiap kata dengan intonasi yang tepat setelah diberi instruksi oleh guru. 20. Siswa mendengarkan dengan seksama dan hati-hati. 21. Guru memenggal (mem-pause) setiap kalimat pada rekaman dan memberikan instruksi kepada siswa untuk menirukan kalimat yang telah diperdengarkan dengan pengucapan yang benar dan intonasi yang tepat. 22. Siswa menirukan setiap kalimat bersama-sama dengan baik dan benar. 23. Guru memainkan wayang dengan tokoh kancil dan harimau, dengan menggunakan dialog monolog.(lihat appendix) 24. Siswa mendengarkan dengan seksama atas cerita wayang yang telah disajikan oleh guru. 25. Guru melontarkan pertanyaan yang didasarkan pada cerita wayang yang telah dibawakan sebelumnya kepada semua siswa lalu kepada per individu dari siswa tersebut. 26. Siswa menjawab pertanyaan guru secara bersama-sama lalu per individu secara lisan. 27. Guru memberikan sebuah film Kungfu Panda untuk ditonton bersama-sama di ruang Multimedia, perpustakaan. 28. Siswa menonton film tersebut bersama guru dengan seksama.
3. Kegiatan Penutup
1. Guru memberikan tugas kepada siswa secara berkelompok, (satu kelas dibagi menjadi 4 kelompok) untuk menganalisis
10X10 menit
191
film dan menceritakan kembali film tersebut di depan kelas (satu kelompok satu analisis dan satu perwakilan siswa untuk menceritakan kembali atas film yang telah ditonton). 2. Siswa bekerja secara kelompok, dan hasil analisis dikumpulkan sedangkan setiap wakil kelompok menceritakan kembali film yang telah ditonton sebelumnya.
G. Penilaian a. Teknik: Tes Lisan b. Bentuk: Written dan Oral c. Instrument: (See Apendix) d. Pedoman Penilaian
1) (I)
Untuk analisis film yang benar sebagai tes tertulis dengan nilai
sempurna skor 100. 2) (II)
Untuk menceritakan kembali dengan performance paling
sempurna nilai skor 100. 3) Jumlah skor maksimal: I.
100
II.
100 + Jumlah = 200
4)
Nilai maksimal = 200
5)
Nilai siswa =
Skor Perolehan X 10 Skor Maksimal
Rubrik Penilaian
No
Uraian
Skor
192
I
Isi benar, tata bahasa benar
100
Isi benar, tata bahasa kurang tepat
70-99
Isi dan tata bahasa kurang tepat
50-69
Tidak mengerjakan
II
Pronunciation,
grammar,
0 intonation,
100
intonation,
70-79
fluency, dan content benar. Pronunciation,
grammar,
fluency, dan content kurang tepat atau 51 – 69
sedikit salah. Pronunciation,
grammar,
intonation,
fluency, dan content terdapat banyak
10 – 50
kesalahan Pronunciation,
grammar,
intonation,
0
fluency, dan content salah.
Mengetahui:
Semarang, 12 Mei 2009
Guru Bahasa Inggris,
The Writer,
Hj. Dra. Ida Rahmawati Mayangsari NIP. 131 565 429 5628
Andhani
NIM. 220 140
Kepala SMA 6 Semarang,
Drs. Bambang N M, M.Ed NIP. 196104291986031007
193
Appendix PICTURES AND PUPPET
Hyena
Tiger
194
GAME 100
80
50
30
100
80
50
30
100
80
50
30
100
80
50
30
100
80
50
30
100 = more difficult questions 80 = difficult questions 50 = not really difficult questions 30 = easy questions Rules: Student will have change to choose which score that he/she wants. Which Group that able to answer the question will get score. The winner will get special gift from the teacher. The questions are about narrative text, recount text, procedure, text, short functional text ( Invitation card), and past participle.
195
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) SMA/MA
: SMA Negeri 6 Semarang
Mata Pelajaran: Bahasa Inggris Materi Pokok : Narrative text, Recount Text, and Procedure Text Kelas/Semester: X (Sepuluh)/I (Satu) Pertemuan ke : 16 (enam belas)/90 menit Metode
: Audio Visual Method dan Game
Alat pembelajaran : Sumber Belajar Indoor
Gambar, Game, Lagu, Kertas Origami, Laptop, LCD : -
Buku teks yang relevan: Anderson Mark, Kathy A . 2003. Text Type 1. Australia: Macmillan Anderson Mark, Kathy A . 2003. Text Type 2. Australia: Macmillan
-
Procedure Text “Origami”
-
Internet
-
Lagu: “Beautiful Girl” by Jojo dan “Look What You’ve Done” by Jet
Sumber Belajar Outdoor
:
A. Standar Kompetensi: 2. Mendengarkan
Memahami makna teks fungsional pendek dan teks monolog sederhana berbentuk recount, narrative dan procedure dalam konteks kehidupan sehari-hari. 4. Berbicara Mengungkapkan makna
dalam teks fungsional
pendek dan monolog berbentuk recount, narrative dan procedure sederhana dalam konteks kehidupan sehari-hari. B. Kompetensi Dasar: 2.2 Merespon makna dalam teks monolog sederhana yang
menggunakan ragam bahasa lisan secara akurat,
196
lancar dan berterima dalam berbagai konteks kehidupan
sehari-hari
dalam
teks:
recount,
dalam teks
monolog
narrative, dan procedure. 4.2 Mengungkapkan
makna
sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks
kehidupan
sehari-hari
dalam
teks
berbentuk: recount, narrative, dan procedure.
C. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran 75% siswa dapat: a. Merespon makna dalam teks monolog sederhana yang menggunkan ragam bahasa lisan dalam teks recount dan narrative. b. Mengungkapkan
makna
dalam
teks
monolog
sederhana
dengan
menggunakan ragam bahasa lisan dalam teks berbentuk narrative, recount, dan procedure. c. Pengucapan kata dalam bahasa Inggris dengan baik dan benar. d. Makna kosa kata yang terdapat dalam teks berbentuk narrative, recount, dan procedure. e. Tenses yang digunakan dalam menyusun teks berbentuk narrative, recount, dan procedure. f. Cara berkomunikasi dengan menggunakan bahasa Inggris.
197
D. INDIKATOR PENCAPAIAN KOMPETENSI SISWA
Siswa mampu memahami: 1. Merespon makna dalam teks monolog sederhana yang menggunkan ragam bahasa lisan dalam teks recount, narrative, dan procedure. 2. Mengungkapkan
makna
dalam
teks
monolog
sederhana
dengan
menggunakan ragam bahasa lisan dalam teks berbentuk narrative, recount, dan procedure. 3. Pengucapan kata dalam bahasa Inggris dengan baik dan benar. 4. Makna kosa kata yang terdapat dalam teks berbentuk narrative, recount, dan procedure. 5. Tenses yang digunakan dalam menyusun teks berbentuk narrative, recount, dan procedure. 6. Cara berkomunikasi dengan menggunakan bahasa Inggris.
E. MATERIAL ESSENSIAL PEMBELAJARAN RECOUNT What is recount?
- Recount is a piece of text that retells past events, usually in order in which they happened. - The purpose of a recount is to give the audience a description of what occurred and when it occurred. Some examples of recount text types are:
- Newspaper reports - Television interviews - Conversations - Speeches - Eyewitness accounts - Letters
198
Constructing a written recount.
The steps for constructing a written recount are: - a first paragraph that gives background information about who, what, where and when (called an orientation) - a series of paragraph that retell the events in the order in which they happened. - A concluding paragraph (called an reorientation; not always necessary) Language features in a recount
The language features usually found in a recount are: - the use of the past tense. Model of recounts:
As it happened One very spooky encounter with a UFO (an unidentified flying object) occurred in May 1974 involving a couple driving from Zimbabwe to South Africa. As they carefully drove throughout the night they saw a flashing bluewhite light that was going on and off in a slow, steady rhythm. Shortly after noticing this, the car was covered in a bright circle of light. Inside the car it suddenly became very cold. The couple wrapped themselves in thick blankets and turned on the heater but they still shivered. Then their car began to act very strangely. Suddenly the headlights went off, the brakes failed, the steering wheel locked and the fuel gauge showed empty. Next the car began speeding up and raced along the road at 190 kilometers an hour. To one side of car, the UFO continued to follow. The driver and his passenger lost consciousness. When they awoke they were near the small town of Victoria. The car’s odometer showed that only 12 kilometers had been traveled, yet the distance from where they first saw the UFO to Fort Victoria was 290 kilometers. Although the couple’s description of what happened contained plenty of details, many people find it hard to believe that UFOs do exist.
199
NARRATIVE What is narrative?
A narrative is a piece of text which tells a story and, in doing so, entertains or informs the reader or listener. The purpose of narrative text is to amuse and entertain the reader or listener about something. Some examples of narrative text are:
- Fable - Legend - Fairy tale - Novels - Film - Folklore Constructing a narrative
The steps for constructing a narrative text are: - an orientation (can be a paragraph, a picture or opening chapter) in which the narrator tells the audience about who is in the story, when the story is taking place and where the action is happening. - an complication that sets off a chain of events that influences what will happen in the story. - a sequence of events where the characters react to the complication. - a resolution in which the characters finally sort out the complication. - a coda that provides a comment or moral based on what has been learned from the story (an optional step) Language features of a narrative
- Specific characters. - The use of past tense
The Model of Narrative Text:
Mouse Deer and Tiger
200
One day, the mouse deer walked through the forest. He was looking for tasty fruits, roots, and shoots. Though he was small, he was not afraid. He knew that many big animals wanted to eat him. But first they had to catch him! Then he heard something. Rowr! There was tiger! “Hello, Mouse Deer. I was just getting hungry. Now you can be my lunch.” said Tiger. Mouse Deer didn’t want to be lunch. He looked around and though fast. He saw a mud puddle. “I am sorry, Tiger. I can be your lunch. The King has ordered me to guard his pudding” Mouse Deer answered. “His pudding?” said Tiger. “Yes. There it is.” Mouse Deer pointed to the mud puddle. It’s the best taste in the world. The King doesn’t anyone else to eat it.” said Mouse Deer. Tiger looked longingly at the puddle. “I would like to taste the King’s puddle.” said Tiger. “Oh, no, Tiger! The King would be very angry.” Mouse Deer answered. “Just one little taste, Mouse Deer! The King will never know.”. Mouse Deer said “Well, all right, Tiger. But first let me run far away, so no one will blame me.”. “All right, Mouse Deer, you can go know.” said Tiger. “Imagine!” said Tiger. “The King’s pudding!” He took a big mouth. Phooey! He spit it out. “Yuck! Ugh! Bleck! That’s no pudding. That’s mud!”
PROCEDURE What is procedure?
A procedure is apiece of text that gives us instructions for doing something through a sequence of actions or steps. The purpose of procedure text is to describe how something accomplished through a sequence of actions or steps.
Some Examples of Procedure Texts are:
-
Recipes
201
-
Direction
-
Instruction Manuals
-
Itineraries (Travel Schedule)
Constructing a Procedure
The steps for constructing a procedure text are: -
an introductory statement that gives the aim or goal.
-
a list of the materials that will be needed for completing the procedure.
-
a sequence of steps in the order they need to be done.
The language features usually found in a procedure are: -
use of simple present tense, often imperative
-
use mainly temporal conjunctions (or numbering to indicate sequence)
-
use mainly of Material Process
The Models of Procedure Text:
202
• Pronunciations - Fold /fəuld/
- Repeat /ri ̀pi:t/
- Pardon / pa:dn/
- Can /kən/
- Dotted /dotəd/
- Please /pli:z/
- Say /sei/
- Could /kud/
- Louder /laudə(r)/
- Would /wud/
• Intonations - The High-Low Falling Intonation (231 #) or (31 #) o Order, Calls, and Exclamation
- Hyena /hai’i:nə/, etc
203
E.g.: Hey, Lisa. o Decided or final statements
E.g.: There was no TV. o Question-word questions (Information questions)
E.g.: Who is speaking? - The Mid-High Rising Intonation (23 //) o Yes-no questions
E.g.: Can you hear me, mom? o Polite requests
E.g.: Hold on a second, please o Miscellaneous Emotional statements
E.g.: I don’t think so. - The High-Normal Sustained Intonation (23/) E.g.: Didn’t you like it? • Conversation Gambits
•
- Can you ….?
- Well, ….
- ‘Sorry?
- Could you….?
- Why don’t you….
- I’d like to ….?
- Would you….?
- I don’t think so.
- OK.
- etc
Grammar Simple Present Tense S + to be + Adj/Adv/Pronoun
Subject
To Be
Pronoun
I
am
a student
is
a student
are
students
He She It They We You
204
S + V1(infinitive)/Ves/s + O
Subject
V1(infinitive)/Ves/s
Object
read
a book
He
likes
puzzle
She
likes
puzzle
It
likes
puzzle
They We I You
Simple Past Tense S + to be + Adj/Adv/Pronoun
Subject
To Be
Adj
was
late
We
were
happy
You
were
happy
Subject
V2/Ved
Object
He, She, It, I,
bought
TV
watched
TV
I He She It They
S + V2/Ved+ O
They, We, You He, She, It, I, They, We, You •
Vocabulary - Stir
- Louder
- Great
- Empty
- Nice
- Ape, etc
- Pour
- Wonderful
- Mouse Deer, etc
205
F. RINCIAN PROSES PEMBELAJARAN SISWA
No.
Proses Pembelajaran Siswa
1. Kegiatan Pendahuluan
1. Guru
memberikan pembukaan dengan
sapaan
dan
sedikit
Tahapan Waktu 1X10 menit
intermezzo. 2. Guru memberikan gambaran tentang topik apa yang akan dipelajari hari ini kepada siswa. 3. Guru memberikan pertanyaan mengenai apa yang ada di sekitar siswa yang berhubungan dengan topik pelajaran. 4. Guru memberikan penggalan lagu yang berhubungan dengan topik pembelajaran untuk memberikan stimulus kepada siswa atas apa yang akan dipelajari. (lihat appendix) 2. Kegiatan Inti
1. Guru memutarkan sebuah lagu untuk disimak dengan seksama oleh siswa (lihat appendix dan CD). 2. Siswa mendengarkan lagu yang sedang diputar dengan seksama (lihat appendix dan CD). 3. Guru memberikan pertanyaan tentang hal-hal yang berhubungan dengan lagu yang telah diputar. 4. Siswa menjawab pertanyaan tersebut secara lisan. 5. Guru memberikan instruksi dan selembar lirik lagu dimana terdapat blank space yang harus dilengkapi oleh siswa selama lagu diperdengarkan kembali (lihat appendix) 6. Guru memutarkan kembali lagu sebagai latihan mendengarkan. 7. Siswa mendengarkan dengan seksama dan melengkapi lirik lagu yang telah diberikan oleh guru sebelumnya. 8. Guru dan siswa berdiskusi membahas kosa kata yang hilang yang terdapat pada lirik lagu tersebut dan mengoreksinya. 9. Guru meminta siswa untuk mengidentifikasi tenses apa yang terdapat dalam lagu tersebut
1X50 menit
206
10. Siswa mengidentifikasi tenses yang terdapat dalam lirik lagu tersebut. 11. Guru memberikan penjelasan tentang tenses yang digunakan dalam lagu tersebut. 12. Siswa menyimak dengan seksama penjelasan dari guru. 13. Guru memberikan permainan “Game Face Match” yang berupa listening practice. (lihat appendix/CD) 14. Guru memberikan kertas origami kepada seluruh siswa 15. Guru menampilkan gambaran proses pembuatan origami di layar LCD. (lihat appendix/CD) 16. Guru memberikan instruksi kepada siswa untuk mengikuti instruksi yang diberikan guru dalam membuat origami dengan melihat contoh langkah-langkah yang diberikan guru ataupun yang nampak dalam layar LCD . 17. Siswa mengikuti insruksi dan langkah-langkah prosedur yang dilaksanakan dalam membuat origami. 3. Kegiatan Penutup
1. Guru memberikan tugas kepada siswa secara berkelompok, (satu kelas dibagi menjadi 8 kelompok) untuk membuat sebuah kerajinan origami yang berbeda sesuai dengan instruksi guru. 2. Siswa bekerja secara kelompok, sembari guru memberikan instruksi untuk setiap kelompok mempersiapkan presentasi prosedur origami yang telah mereka buat. 3. Guru menunjuk satu kelompok untuk mempresentasikan hasil karya origami kelompoknya disertai dengan prosedur pembuatannya. 4. Kelompok yang ditunjuk oleh guru mempresentasikan origami karyanya di depan kelas. 5. Siswa yang lain mendengarkan presentasi kelompok yang di depan. 6. Guru memberikan pujian atas apa yang uasaha presentasi yang telah mereka laksanakan.
1X40 menit
207
G. Penilaian a. Teknik: Tes Lisan b. Bentuk: Written dan Oral c. Instrument: (See Apendix) d. Pedoman Penilaian
1) (I)
Untuk “Blank Space” sebagai tes tertulis dengan nilai sempurna
skor 100. 2) (II) Untuk presentasi oragami dengan performance paling sempurna nilai skor 100. 3) Jumlah skor maksimal: III.
100
IV.
100 + Jumlah = 200
4) Nilai maksimal = 200 Skor Perolehan 5) Nilai siswa =
X 10 Skor Maksimal
Rubrik Penilaian No
I
Uraian
Skor
Isi benar, tata bahasa benar
100
Isi benar, tata bahasa kurang tepat
70-99
Isi dan tata bahasa kurang tepat
50-69
Tidak mengerjakan
II
Pronunciation,
grammar,
0 intonation,
100
intonation,
70-79
fluency, dan content benar. Pronunciation,
grammar,
fluency, dan content kurang tepat atau 51 – 69
sedikit salah. Pronunciation,
grammar,
intonation,
fluency, dan content terdapat banyak
10 – 50
208
kesalahan Pronunciation,
grammar,
intonation,
0
fluency, dan content salah. Mengetahui:
Semarang, 19 Mei 2009
Guru Bahasa Inggris,
Kepala SMA 6 Semarang,
The Writer,
Hj. Dra. Ida Rahmawati Mayangsari NIP. 131 565 429 5628
Drs. Bambang N M, M.Ed
Andhani
NIP. 196104291986031007
NIM. 220 140
209
Appendix
SONG
L Y R I C
LOOK WHAT YOU’VE DONE By Jet Take my photo off the wall If it just won’t sing for you ‘Cause all that’s left has gone away And there’s nothing there for you to prove Oh, look what you’ve done You’ve made a fool of everyone Oh well, it seems likes such fun Until you lose what you had won Give me back my point of view ‘Cause I just can’t think for you I can hardly hear you say What should I do, well you choose Oh, look what you’ve done You’ve made a fool of everyone Oh well, it seems likes such fun Until you lose what you had won Oh, look what you’ve done You’ve made a fool of everyone
210
A fool of everyone A fool of everyone
SONG LYRIC LOOK WHAT YOU’VE DONE By Jet
……….. my photo off the wall If it just …………. sing for you ‘Cause all that’s ………. has gone away And there’s nothing there for you to ……………. Oh, look what you’ve ……….. You’ve ………….. a fool of everyone Oh well, it seems likes such fun Until you ………… what you had ……….. Give me back my …………………………….. ‘Cause I just can’t …………….. for you I can hardly …………. you say What should I do, well you ……………… Oh, look what you’ve ………………. You’ve ……………… a fool of everyone A …………. of everyone A fool of everyone
211
PROCEDURE
212
213
214
Appendix 4 The List Students of Controlled Group
N O 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
NAMA Adetya Nur Hardiawan Agita Mustikahandini Ahda Reza Asidiqi. S Angga Kusuma Ari Setyarso Nugroho Aria Listianto Ariel Luthfiansyah Arinta Ditya Anggani Ayu Karimah Bhenazir Taufieq Boby Ardhian. N Budi Utomo Dilla Maulida Dwi Prasetyo. N Dyaning Betari. S Fabiola Intan Yovita Farida Mukti Sari Febriyanti Rukmana Ferdiana Dewi. K Hilda Savitri
NO 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 39
NAMA Kevin Katerino Key Maulana. H Maulana Aufar. N Muhammad Luthfi A Nora Rizky. M Nova Arief. W Novi Anggraini Nur Malikul Andan. P Rahardyan Enggar. S Raras Haryuningrum Riska Talitha. H Ruth Martha Ferdiana Safrina Indah Yuliana Sari Rahmawati Septika Wardani Shendy Alvenia. R Solekah Candra. D Syamsiyah Arina. S Wahyu Aliyani Putri Wahyu Aliyani Putri
215
Appendix 5 The List Students of Experimental Group
NO 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
NAMA Adnu Abshar Kamal Amadea Latifa Rahmi Amalina Firdaus Amanda Ayu Pratiwi Andreas Miswardi P Andreas Surya P Aswida Fazani. M Beby Angeraini. P Deny Diah Fitriani Dhagat Wihasta. H Dhella Septian A Dian Dwi Nandasari Dwi Octaviani Dyah Rosita Elga Pratama Farikh Zulhuda Fityan Hafidz Hajid Indra Tama Ilham Fachreza Ina Mahardika Rahayu
NO 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
NAMA Kristiyanto Adi. P Kurnia Fitri Sih Lestari Laela Kamila Miranti Apriada S Muhammad Sayfullah Novi Indah Sari Oshit Alesita. R Rendiani Retno Wijayanti Ridho Handianto Rissa Rizki Ayudhia Rizki Dwi Rahmawati Rosy Yuthika Amalia Safarina Ilan Nuri Septiana Eka Sari Septy Fanny S Setyaji Irawan. B Syahriarti Harry. R Tirta Segara Yosia Inendatama
216
Appendix 6
TRY OUT
1st Grade of Senior High School
Name : Class
:
Number :
217
I. Choose the correct answer a, b, c or d.
Here are some …(1) on how to be a successful English learner. First, don’t be …(2) of making mistakes. Second, use every opportunity to practice your English. At last, be an optimistic person. 1. a. tips b. clues 2. a. afraid b. proud
c. directions d. rules c. brave d. shy
There are the instructions to operate a television. Fill in the blank spaces with the provided words. (3) …..the red button to(4) …..the television. (5) ….. the channel you want using the remote control. (6) ….. the volume. 3. a. press b. pressure 4. a. take on b. play on 5. a. select b. take 6. a. arrange b. adjust
c. touch d. hold c. turn on d. put on c. elect d. put c. regulate d. settle
7. The children are playing ‘hide and seek’. One of them is hiding …….. the tree in the front yard. a. under
c. above
218
b. on
d. behind
8. The office branches are located …….. the metropolitan city. a. at
c. in
b. on
d. up
9. I saw a man climbing ……. the tree. a. at
c. in
b. on
d. up
10. Complete the sentence! The man is teaching the children how to ……. Violin. a. use
c. applicant
b. play
d. trifle
11. I need …….. ink to fill my pen. a. some
c. few
b. many
d. several
12. A: Why are you sad? B: Nobody ……………. about me. a. cares
c. disappointed
b. angry
d. hates
Questions no. 13 till 14 based on the following sentences.
What are the synonyms of the underlined words? The French scientist Ampere was on his way to an (13) important meeting at the academy in Paris. He needed (14) fast transportation. 13. a. dangerous b. terrible 14. a. soon
c. urgent d. harmful c. slow
219
b. quick
d. late
15. Hendra says he always studies hard but I don’t ……… him because he often gets bad mark for the English tests. a. know
c. think
b. understand
d. believe
16. I took an aspirin …………. I had a headache. a. due to
c. since
b. because of
d. because
17. We didn’t really enjoy the music ………….. the crowd. a. due to
c. since
b. because of
d. because
18. Riding car with a drunk driver is ………. a. comfortable
c. fun
b. dangerous
d. ashamed
19. That box is too ………. Bob can’t lift it. a. small
c. fat
b. little
d. heavy
20. I put ………. sugar in my coffee. a. some
c. much
b. several
d. little
21. The street is full of motorcycles, cars, and buses. This street always heavy …………, especially during rush hour. a. traffic
c. time
220
b. transportation
d. schedule
22. I put some banana peals, rotten food, and broken bottles in waste can. The can is full of ………… a. meals
c. ingredients
b. drinks
d. garbage
23. The Kapuas, the Bengawan Solo, and the Mahakam are well-known ………….in Indonesia. a. lakes
c. valleys
b. rivers
d. hills
24. It is one part of the plant. It is used to absorb the food, water and mineral from the ground. It is called ………… a. branches
c. roots
b. trunk
d. seed
25. The sharp part of a plant is named …………. a. stem
c. thorn
b. seed
d. bud
26. Roma: Where did you go last weekend? Laura: I went to the ………… with my big family. We were sunbathing there. a. beach
c. river
b. mountain
d. hill
27. A place where we can buy drugs is called ………….. a. hospital
c. pharmacy
b. health center
d. medication
28. A piece of paper the doctor gives us to get medicine is called ………….
221
a. prescription
c. medicine note
b. sick leave
d. receipt
29. A traditional story that animals as the characters is called …………. a. fairy tale
c. fable
b. fiction
d. legend
30. An overflowing water that becomes a disaster is called …………. a. drought
c. thunder
b. rain
d. flood 31.
It is
……………………. a. Sunny
c. Rainy
b. Windy
d. Cloudy
32. The government has a responsibility to protect ………… citizens from inflation. a. their
c. those
b. them
d. they
33. All of …… have been invited to the boss’s cocktail party this Friday evening. a. we
c. us
b. our
d. ours
34. Hotel room …………. always go up during the tourist season. a. rates
c. monies
b. tolls
d. invoices
35. You can have a four-day work week …… you stay two hours later each day. a. whenever
c. considering
222
b. as far as
d. as long as
36. That was a …………. research job you did for the company! a. fantastical
c. fantastically
b. fantastic
d. fantasize
37. I hear the government is going to …………. the case of BI scandal. a. investigation
c. investigate
b. investigational
d. invest
38. Kevin: ……… do you go fishing? Aria : Once a week. a. How far
c. How often
b. How long
d. How many
39. Rendiani: What a lovely purse! Ina
: Thank you. I ………. It myself.
Rendiani: Did you? Ina
: Yes, I did.
a. make
c.
do
b. made
d. did
40. Her bright skin, chubby cheeks, and lovely smile. The underlined word can mean … a. white
c. black
b. brown
d. shiny
41. “Put it in the inner pot, and adjust the quantity of water.” The underlined word means the ……… of water as suggested. a. amount
c. size
b. number
d. weight
42. the lights – you – before – leave – turn off – the room 1 2 3 4 5 6
223
The correct arrangement is …………. a. 4-6-3-5-2-1
c. 5-6-3-5-2-1
b. 4-1-3-2-5-6
d. 5-1-3-2-4-6
43. Drinking coffee may lessen several diseases. The underlined word has the same meaning as ………….. a. enhance
c. reduce
b. jack up
d. increase
44. More research is needed to find a more accurate result. The word needed is similar meaning to ……….. a.
fulfilled
c. required
b.
demanded
d. recommended
45. Eating oranges can reduce the risk of stomach cancer. The underlined word has the opposite meaning to ……… a. lessen
c. enrich
b. develop
d. increase
46. The citrus fruit protects the body through their antioxidant properties. The antonym of protect is ………… a. keep
c.
attack
b. save
d.
struggle
47. I need ………… ink to fill my pen. a. some
c.
several
b. many
d.
few
48. If you want to be successful in the next game, you must have ……… practice. a. many
c. much
b. several
d.
a lot of
224
49. If you are happy please clap your hands. The underlined word has similar meaning to ……….. a. tap
c.
shout
b. applaud
d.
poke
50. Today, I would like to ………… my birthday party in my home with my family. a. invite
c.
celebrate
b. go to
d.
come to
II. Match the pictures to the fairy tale. Choose from the box. Cinderella Beauty Puss in Boots Hood
51.
54.
Jack and the Beanstalk
Sleeping
Goldilocks
52.
.
.
55.
Little Red Riding
.
.
53.
.
56.
.
225
Name .
: .
Class .
:
Number:
1.
A B C D
21. A B C D
41. A B C D
2.
A B C D
22. A B C D
42. A B C D
3.
A B C D
23. A B C D
43. A B C D
4.
A B C D
24. A B C D
44. A B C D
5.
A B C D
25. A B C D
45. A B C D
6.
A B C D
26. A B C D
46. A B C D
7.
A B C D
27. A B C D
47. A B C D
8.
A B C D
28. A B C D
48. A B C D
9.
A B C D
29. A B C D
49. A B C D
10.
A B C D
30. A B C D
50. A B C D
11.
A B C D
31. A B C D
51. …………………
12.
A B C D
32. A B C D
52. …………………
13.
A B C D
33. A B C D
53. …………………
14.
A B C D
34. A B C D
54. …………………
15.
A B C D
35. A B C D
55. …………………
16.
A B C D
36. A B C D
56. ………………....
17.
A B C D
37. A B C D
18.
A B C D
38. A B C D
19.
A B C D
39. A B C D
226
20.
A B C D
40. A B C D
Answer Key of Try Out Test
1 2 3 4 5 6 7 8 9 10 11 12 13 14
A A A C A B D C D B A A C B
15 16 17 18 19 20 21 22 23 24 25 26 27 28
D D B B D A A D B C C A C A
29 30 31 32 33 34 35 36 37 38 39 40 41 42
C D C A C A A B C C B A A D
43 44 45 46 47 48 49 50 51 52 53 54 55 56
C C D C A D B C Goldilocks Little Red Riding Hood Sleeping Beauty Cinderella Jack and the Beanstalk Puss in Boots
227
Appendix 8 Formative Test I Mata Pelajaran : Bahasa Inggris Standar Kompetensi: Berkomunikasi secara tertulis Kompetensi Dasar : Recount, Narrative, dan Procedure Text Kelas/Semester : X(Sepuluh) / I (Gasal) Tahun Pelajaran : 2008/2009 1. What is procedure text? 2. Mention two examples of procedure text! 3. Mention the generic structure (scaffolding of procedure text)! 4. What is narrative? 5. What is recount? 6. Mention two text types that use past tenses! 7. Mention the text that uses present tenses! 8. What is coda? 9. What is Resolution? 10. Change these infinitives (V1) into (V2)!
Go
Drink
Eat
Have
Take
228
ANSWER KEY 1st Formative Test
1. Procedure is a piece of text that gives us instructions for doing something through a sequence of actions or steps. 2. Some Examples of Procedure Texts are: a. Recipes b. Direction c. Instruction Manuals d. Itineraries (Travel Schedule) 3. The generic structure (scaffolding) of a procedure text: a. the aim or goal. b. a list of the materials. c. a sequence of steps. 4. A narrative is a piece of text which tells a story and, in doing so, entertains or informs the reader or listener. 5. Recount is a piece of text that retells past events, usually in order in which they happened. 6. Text types that use past tenses are Narrative Text and Recount Text. 7. Text type that uses present tense is Procedure Text. 8. Coda is moral value/message from author. 9. Resolution is the solution of the problem/complication. 10. Go
Went
Have
Had
Eat
Ate
Drink Take
Drank Took
229
Appendix 10 Formative Test II Mata Pelajaran : Bahasa Inggris Standar Kompetensi: Berkomunikasi secara tertulis Kompetensi Dasar : Recount, Narrative, dan Procedure Text Kelas/Semester : X(Sepuluh) / I (Gasal) Tahun Pelajaran : 2008/2009
230
Goldilocks and the Three Bears Once upon a time, there was a little girl which was walking through the forest. Her name’s Goldilocks. In this forest, there were three bears that lived in a house in the wood. There were Mama Bear, Papa Bear, and Baby Bear. One day, Mama Bear made some porridge. Mama bear put the porridge on the table for the tree bears. The three bears wanted the porridge to cool off, so they went for a walk.
231
While they were gone, Goldilocks walked by the bears’ house. She looked into the window and then she knocked the door but nobody answered. Goldilocks decided to open the door and walked inside without permission. There are three bowls of porridge on a table. She was hungry, and she tasted some of Papa Bear’s porridge but it was too hot, she tasted some of Mama Bear’s porridge but it was too cold, then she tasted some of Baby Bear’s porridge and it was just right so she ate it all up. Goldilocks tired, she went into the living room and there were three chairs around the table. She sat in Papa Bear’s chair and Mama Bear’s chair but both of the chairs were too big. And next, she sat in the baby bear’s chair and it broke. Goldilocks went to the bedroom. She lay down in Papa Bear’s bed and it was too hard, then she lay down in Mama Bear’s bed and it was too soft, and then she lay down in Baby Bear’s bed and it was right so she fell asleep. Goldilocks decided to open the door and walked inside without permission. There are three bowls of porridge on a table. She was hungry, and she tasted some of Papa Bear’s porridge but it was too hot, she tasted some of Mama Bear’s porridge but it was too cold, then she tasted some of Baby Bear’s porridge and it was just right so she ate it all up. Goldilocks tired, she went into the living room and there were three chairs around the table. She sat in Papa Bear’s chair and Mama Bear’s chair but both of the chairs were too big. And next, she sat in the baby bear’s chair and it broke. Goldilocks went to the bedroom. She lay down in Papa Bear’s bed and it was too hard, then she lay down in Mama Bear’s bed and it was too soft, and then she lay down in Baby Bear’s bed and it was right so she fell asleep. The three bears came home, and they saw the bowls and look at them. Papa Bear said, “Some one ate my porridge.” Mama Bear said, “Some one ate my porridge all up.” The three bears went into living room. Papa Bear and Mama Bear said, “Some one sat in my chair.” And Baby Bear said, “Some one sat in my chair, and broke it.” The tree bears went into the bedroom, and saw the beds. Papa Bear and Mama Bear said, “Someone lay down on my bed.” And Baby Bear said, “Someone lay down on my bed and she’s still there!” Goldilocks woke up and looked at the bears and screamed.
232
Goldilocks ran out of the house (She ran away).
II. Have a go!
15. Who are the participants of the story? 16. Find out the sentences showing past tense! 17. Find out material processes! 18. What is the type of the text? 19. What is the purpose of the text? 20. What is the message or moral value that you get from the story? 21. Draw the scaffolding of the story!
233
ANSWER KEY 2nd Formative Test I. 1. 2. 3. 4. 5. 6.
Correct Caption! Goldilocks was walking in the forest. There were three bowls on the table. Goldilocks ate all the porridge. Goldilocks slept in the small bed. The bears came home. Goldilocks ran into the forest.
II. Have a go! 1. They were Goldilocks and the Three Bears, they were Papa Bear, Mama Bear, and Baby Bear. 2. The sentences that showing past tense were: Once upon a time, there was a little girl which was walking through the forest. One day, Mama Bear made some porridge. The three bears wanted the porridge to cool off, so they went for a walk. Goldilocks went to the bedroom. Goldilocks woke up and looked at the bears and screamed. Goldilocks ran out of the house (She ran away), etc. 3. The examples of material process were ran, ate, walked, knocked, slept, etc. 4. The type of this text is Narrative Text 5. The purpose of this text is to amuse the reader. 6. The messages of this text are: Don’t do something without permission Don’t be greedy, etc. 7. Goldilocks and the Three Bears’ Scaffolding: Climax The Bears came home Complication She slept Resolution She woke up
She ate all the porridge She broken baby bears’ chair
Re-
orientation
She ran away Goldilocks entered without permission Orientation:
234
Goldilocks and the Three Bears. One day when she was walking through the forest When the three bears went for a walk In the Three Bears’ home, a house in the wood
Appendix 12
Pre Test Post Test 1st Grade of Senior High School
Name : Class
:
Number :
I. Choose the correct answer a, b, c or d.
235
Here are some …(1) on how to be a successful English learner. First, don’t be …(2) of making mistakes. Second, use every opportunity to practice your English. At last, be an optimistic person. 1. a. tips b. clues 2. a. afraid b. proud
c. directions d. rules c. brave d. shy
There are the instructions to operate a television. Fill in the blank spaces with the provided words. (3) …..the red button to(4) …..the television. (5) ….. the channel you want using the remote control. (6) ….. the volume. 3. a. press b. pressure 4. a. take on b. play on 5. a. select b. take 6. a. arrange b. adjust
c. touch d. hold c. turn on d. put on c. elect d. put c. regulate d. settle
13. The children are playing ‘hide and seek’. One of them is hiding …….. the tree in the front yard. a. under
c. above
b. on
d. behind
236
14. The office branches are located …….. the metropolitan city. a. at
c. in
b. on
d. up
15. I saw a man climbing ……. the tree. a. at
c. in
b. on
d. up
16. Complete this sentence! The man is teaching the children how to ……. Violin. a. use
c. applicant
b. play
d. trifle
17. I need …….. ink to fill my pen. a. some
c. few
b. many
d. several
18. A: Why are you sad? B: Nobody ……………. about me. a. cares
c. disappointed
b. angry
d. hates
13. What is the synonym of the underlined word? The French scientist Ampere was on his way to an important meeting at the academy in Paris. He needed fast transportation. a. soon
c. slow
b. quick
d. late
14. Hendra says he always studies hard but I don’t ……… him because he often gets bad mark for the English tests. c. know
c. think
237
d. understand
d. believe
38. I took an aspirin …………. I had a headache. a. due to
c. since
b. because of
d. because
39. We didn’t really enjoy the music ………….. the crowd. a. due to
c. since
b. because of
d. because
40. Riding car with a drunk driver is ………. a. comfortable
c. fun
b. dangerous
d. ashamed
41. That box is too ………. Bob can’t lift it. a. small
c. fat
b. little
d. heavy
42. I put ………. sugar in my coffee. a. some
c. much
b. several
d. little
43. The street is full of motorcycles, cars, and buses. This street always heavy …………, especially during rush hour. a. traffic
c. time
b. transportation
d. schedule
44. I put some banana peals, rotten food, and broken bottles in waste can. The can is full of ………… a. meals
c. ingredients
238
b. drinks
d. garbage
45. It is one part of the plant. It is used to absorb the food, water and mineral from the ground. It is called ………… a. branches
c. roots
b. trunk
d. seed
46. The sharp part of a plant is named …………. a.
stem
c. thorn
b.
seed
d. bud
47. Roma: Where did you go last weekend? Laura: I went to the ………… with my big family. We were sunbathing there. a. beach
c. river
b. mountain
d. hill
48. A place where we can buy drugs is called ………….. a. hospital
c. pharmacy
b. health center
d. medication
49. A traditional story that animals as the characters is called …………. a. fairy tale
c. fable
b. fiction
d. legend
50. An overflowing water that becomes a disaster is called …………. a. drought
c. thunder
b. rain
d. flood
239
It is
51. ……………………. a. Sunny
c. Rainy Windy
b.
d. Cloudy
52. The government has a responsibility to protect ………… citizens from inflation. a. their
c. those
b. them
d. they
53. All of ……… have been invited to the boss’s cocktail party this Friday evening. a. we
c. us
b. our
d. ours
54. Hotel room …………. always go up during the tourist season. a. rates
c. monies
b. tolls
d. invoices
55. You can have a four-day work week ………….. you stay two hours later each day. a. whenever
c. considering
b. as far as
d. as long as
56. That was a …………. research job you did for the company! a. fantastical
c. fantastically
b. fantastic
d. fantasize
57. I hear the government is going to …………. the case of BI scandal. a. investigation
c. investigate
b. investigational
d. invest
240
35. Rendiani: What a lovely purse! Ina
: Thank you. I ………. It myself.
Rendiani: Did you? Ina
: Yes, I did.
c. make
c.
do
d. made
d. did
36. Her bright skin, chubby cheeks, and lovely smile. The underlined word can mean ………… c. white
c. black
d. brown
d. shiny
37. “Put it in the inner pot, and adjust the quantity of water.” The underlined word means the ……… of water as suggested. c. amount
c. size
d. number
d. weight
38. the lights – you – before – leave – turn off – the room 1 2 3 4 5 6 The correct arrangement is …………. c. 4-6-3-5-2-1
c. 5-6-3-5-2-1
d. 4-1-3-2-5-6
d. 5-1-3-2-4-6
39. Drinking coffee may lessen several diseases. The underlined word has the same meaning as ………….. c. enhance
c. reduce
d. jack up
d. increase
40. More research is needed to find a more accurate result. The word needed is similar meaning to ………..
241
a.
fulfilled
c. required
b.
demanded
d. recommended
41. Eating oranges can reduce the risk of stomach cancer. The underlined word has the opposite meaning to ……… a. lessen
c. enrich
b. develop
d. increase
42. I need ………… ink to fill my pen. a. some
c.
several
b. many
d.
few
43. If you want to be successful in the next game, you must have …………… practice. a. many
c. much
b. several
d.
a lot of
44. Today, I would like to ………… my birthday party in my home with my family. a. invite
c.
celebrate
b. go to
d.
come to
242
II. Match the pictures to the fairy tale. Choose from the box. Cinderella Beauty Puss in Boots
45.
48.
Jack and the Beanstalk
Sleeping
Goldilocks
46.
.
.
49.
Little Red Riding Hood
.
.
47.
.
50.
.
243
Name .
: .
Class .
:
Number:
21.
A
B
C
D
21.
A
B
C
D
41.
A
B
C
D
22.
A
B
C
D
22.
A
B
C
D
42.
A
B
C
D
23.
A
B
C
D
23.
A
B
C
D
43.
A
B
C
D
24.
A
B
C
D
24.
A
B
C
D
44.
A
B
C
D
25.
A
B
C
D
25.
A
B
C
D
45.
…………………
26.
A
B
C
D
26.
A
B
C
D
46.
…………………
27.
A
B
C
D
27.
A
B
C
D
47.
…………………
28.
A
B
C
D
28.
A
B
C
D
48.
…………………
29.
A
B
C
D
29.
A
B
C
D
49.
…………………
30.
A
B
C
D
30.
A
B
C
D
50.
…………………
31.
A
B
C
D
31.
A
B
C
D
32.
A
B
C
D
32.
A
B
C
D
33.
A
B
C
D
33.
A
B
C
D
34.
A
B
C
D
34.
A
B
C
D
35.
A
B
C
D
35.
A
B
C
D
36.
A
B
C
D
36.
A
B
C
D
37.
A
B
C
D
37.
A
B
C
D
38.
A
B
C
D
38.
A
B
C
D
39.
A
B
C
D
39.
A
B
C
D
40.
A
B
C
D
40.
A
B
C
D
244
Answer Key of Pre Test and Post Test
1 2 3 4 5 6 7 8 9 10 11 12 13 14
A A A C A B D C D B A A B D
15 16 17 18 19 20 21 22 23 24 25 26 27 28
D B B D A A D C C A C C D C
29 30 31 32 33 34 35 36 37 38 39 40 41 42
A C A A B C B A A D C C D A
43 44 45 46 47 48 49 50
D C Goldilocks Little Red Riding Hood Sleeping Beauty Cinderella Jack and the Beanstalk Puss in Boots
245
Appendix 13 STUDENTS’ SCORE OF PRE TEST The following figure is taken to the SPSS. The Scores of Pre-Test Experimental Group and Controlled Group
EKSPERIMENTAL No Code Scores 1 E-01 76.00 2 E-02 74.00 3 E-03 70.00 4 E-04 76.00 5 E-05 68.00 6 E-06 56.00 7 E-07 74.00 8 E-08 54.00 9 E-09 72.00 10 E-10 60.00 11 E-11 62.00 12 E-12 54.00 13 E-13 76.00 14 E-14 42.00 15 E-15 50.00 16 E-16 72.00 17 E-17 42.00 18 E-18 62.00 19 E-19 60.00 20 E-20 58.00 21 E-21 82.00 22 E-22 56.00 23 E-23 58.00 24 E-24 60.00 25 E-25 40.00 26 E-26 70.00 27 E-27 66.00 28 E-28 58.00 29 E-29 62.00 30 E-30 62.00 31 E-31 68.00 32 E-32 78.00 33 E-33 70.00
No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33
CONTROLLED Code Scores C-01 68.00 C-02 66.00 C-03 70.00 C-04 65.00 C-05 50.00 C-06 60.00 C-07 58.00 C-08 80.00 C-09 62.00 C-10 54.00 C-11 72.00 C-12 60.00 C-13 78.00 C-14 60.00 C-15 52.00 C-16 66.00 C-17 68.00 C-18 70.00 C-19 70.00 C-20 56.00 C-21 74.00 C-22 52.00 C-23 56.00 C-24 50.00 C-25 46.00 C-26 70.00 C-27 58.00 C-28 60.00 C-29 64.00 C-30 52.00 C-31 70.00 C-32 72.00 C-33 76.00
246
34 35 36 37 38 39 40 Σ n1
E-34 E-35 E-36 E-37 E-38 E-39 E-40 = =
60.00 64.00 68.00 62.00 64.00 74.00 58.00 2538.00 40
34 35 36 37 38 39
C-34 C-35 C-36 C-37 C-38 C-39
66.00 64.00 54.00 70.00 72.00 56.00
Σ n2
= =
2467.00 39
x1 s1² s1 S
= = = =
63.45 98.0487 9.902 2538.00
x2 s2² s2 S
= = = =
63.26 73.8799 8.595 2467.00
Levine’s Test for Equality of Variances Data Vocabulary Hypothesis
Ho
:
σ12
=
σ22
Hα
:
σ12
=
σ22
The Calculation
Formula : F=
Maximum Minimum
Varians Varians
Ho is accepted if F < F 1/2α (nb-1):(nk-1) Ho accepted area F 1/2α (nb-1):(nk-1)
Sum n x Variance (s2)
Experimental Group 2538 40 63.45 98.0487
Controlled Group 2467 39 63.26 73.8799
247
Standard deviation (s) F
9.90
98.05
=
8.60
=
73.88
1.3271
For α = 5% with: df 1 = n1 - 1
=
40
-
1
=
39
df 2 = n2 -1
=
39
-
1
=
38
F (0.025)(39:38)
=
1.9
Ho accepted area
1.3271
1.9
Since F value < F table, the experimental and controlled group had the same variance.
Independent Samples Test Data of Vocabulary Pre-Test Score Hypothesis
Ho :
μ1
<
μ2
Hα :
μ1
>
μ2
The Calculation
Formula : x1 −x
t= s
2
1 1 + n1 n2
Where,
s=
(n 1 − 1)s12 + (n 2 − 1)s 22 n1 + n 2 − 2
248
Hα is accepted if t value > t(1-α)(n1+n2-2)
Ho accepted area Controlled Group 2467 39 63.26 73.8799 8.60
Experimental Group Sum n x Variance (s2) Standard deviation (s)
s
=
2538 40 63.45 98.0487 9.90
(40 - 1) 98.05 40 +
+ (39 - 1) 73.88 39 2
63.45 t
=
63.26
= 9.28015
0.093
= 1 40
9.28015
+
1 39
For α = 5% and df = 40 + 39 - 2 = 77, t(0.95)(77) = 1.99
Accepted Area Ho 0.0927
1.99
Since t value < t table, it means there was a significant difference between experimental and controlled group on the pre-test, the experimental was higher than the controlled.
249
STUDENTS’ SCORE OF POST TEST The following figure is taken to the SPSS. The Scores of Post-Test Experimental Group and Controlled Group
EKSPERIMENTAL No Code Scores 1 E-01 76.00 2 E-02 80.00 3 E-03 74.00 4 E-04 78.00 5 E-05 68.00 6 E-06 72.00 7 E-07 76.00 8 E-08 60.00 9 E-09 78.00 10 E-10 76.00 11 E-11 72.00 12 E-12 62.00 13 E-13 78.00 14 E-14 70.00 15 E-15 76.00 16 E-16 80.00 17 E-17 50.00 18 E-18 78.00 19 E-19 70.00 20 E-20 60.00 21 E-21 86.00 22 E-22 62.00 23 E-23 72.00 24 E-24 70.00 25 E-25 62.00 26 E-26 76.00 27 E-27 74.00 28 E-28 70.00 29 E-29 68.00 30 E-30 78.00 31 E-31 76.00 32 E-32 82.00 33 E-33 72.00 34 E-34 68.00 35 E-35 70.00 36 E-36 70.00
No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
CONTROLLED Code Scores C-01 70.00 C-02 76.00 C-03 72.00 C-04 66.00 C-05 58.00 C-06 62.00 C-07 60.00 C-08 82.00 C-09 65.00 C-10 60.00 C-11 74.00 C-12 62.00 C-13 80.00 C-14 64.00 C-15 60.00 C-16 68.00 C-17 70.00 C-18 70.00 C-19 72.00 C-20 62.00 C-21 76.00 C-22 60.00 C-23 62.00 C-24 50.00 C-25 48.00 C-26 76.00 C-27 60.00 C-28 62.00 C-29 66.00 C-30 50.00 C-31 76.00 C-32 78.00 C-33 80.00 C-34 74.00 C-35 66.00 C-36 58.00
250
37 38 39 40 Σ n1
E-37 E-38 E-39 E-40 = =
72.00 70.00 86.00 70.00 2888.00 40
37 38 39
C-37 C-38 C-39
70.00 72.00 58.00
Σ n2
= =
2595.00 39
x1 s12 s1
= = =
72.20 52.6769 7.258
x2 s22 s2
= = =
66.54 73.0972 8.550
Independent Sample Test Data of Vocabulary Post-Test Scores Hypothesis Ho : μ1 Hα : μ1
μ2 μ2
< >
The Calculation
Formula :
x1 −x
t= s
2
1 1 + n1 n2
where,
s=
(n 1 − 1)s12 + (n 2 − 1)s 22 n1 + n 2 − 2
Hα is accepted if t value > t(1-α)(n1+n2-2)
Ho accepted area Experimental Group
Controlled Group
251
Sum n x Variance (s2) Standard deviation (s)
s
=
t
=
2888 40 72.20 52.6769 7.26
( 40- 1)
72.20 7.92177
2595 39 66.54 73.0972 8.55
52.68 + (39 - 1) 40 + 39 2
1 40
66.54 1 + 39
=
73.10
= 7.92177
3.176
For α = 5% and df = 40 + 39 - 2 = 77, t(0.95)(77) = 1.99
Accepted Area Ho 1.99
3.176
Since t value > t table, it means there was a significant difference between experimental and controlled group on the posttest, the experimental was higher than the controlled.
252
APPENDIX 14 ANALISIS ULANGAN HARIAN TERPROGRAM Mata Pelajarann Standar Kompetensi Kompetensi Dasar KKM
: Bahasa Inggris : Berkomunikasi secara tertulis : Writing (Narrative, Recount) : 65 SKOR
NAMA NO
Kelas/Semester Jumlah Peserta Jumlah Soal Tahun Pelajaran
: X.2/ gasal : 39 :5 : 2008/2009
JUMLAH KETUNTASAN NILAI SKOR BELAJAR
1
2
3
4
5
KANAN
20
9
10
36
25
100
100
65
KIRI
20
5
10
35
30
100
100
(YA/TIDAK)
1
Adetya Nur Hardiawan
20
5
9
20
23
77
77
YA
2
Ahda Reza Asidiqy. S
13
0
8
28
18
67
67
YA
3
Agita Mustikahandini
20
2
10
36
15
83
83
YA
4
Ari Setyarso Nugroho
18
0
9
28
24
79
79
YA
5
Angga Kusuma
14
2
9
30
13
68
68
YA
6
Ariel Luthfiansyah
15
0
9
30
18
72
72
YA
7
Aria Listianto
17
2
5
10
13
47
47
TIDAK
9
Arinta Ditya Anggani
19
2
16
34
5
76
76
YA
10
Boby Ardhian Nusantara
12
0
6
30
6
54
54
TIDAK
11
Bhenazir Taufieq
20
2
9
14
15
60
60
TIDAK
12
Dilla Maulida
9
0
10
28
12
59
59
TIDAK
13
Budi Utomo
20
2
9
30
25
86
86
YA
14
Dyaning Betari Setyaboma
16
5
9
28
21
79
79
YA
15
Dwi Prasetyo Ningsih
20
1
9
34
7
71
71
YA
16
Farida Mukti Sari
17
3
10
28
15
73
73
YA
17
Fabiola Intan Yovita Ferdiana Dewi Kurniasari
18
4
10
20
20
72
72
YA
9
0
8
28
12
57
57
TIDAK
19
Febriyanti Rukmana Sari
19
5
10
34
18
86
86
YA
20
Kevin Katerino
13
0
7
25
12
57
57
TIDAK
21
Hilda Savitri
20
7
9
12
22
70
70
YA
22
Maulana Aufar Nugraha
13
6
12
25
21
77
77
YA
18
253
23
Key Maulana Habiaran H.
19
2
9
18
15
63
63
TIDAK
24
Nora Rizki Maulidina
13
2
7
19
21
62
62
TIDAK
25
Maulana Aufar Nugraha
20
2
8
30
25
85
85
YA
26
Novi Angraini
15
0
9
15
30
69
69
YA
27
Muhammad Luthfi. A
18
3
9
20
10
60
60
TIDAK
28
Rahardyan Enggar. S
15
0
8
15
14
52
52
TIDAK
29
Nur Malikul Andan . P
14
1
10
28
5
58
58
TIDAK
30
Riska Talitha Heradianti
14
0
10
30
12
66
66
YA
31
Raras Hayuningrum
19
2
12
10
10
53
53
TIDAK
32
Safrina Indah Yuliana
12
5
10
30
15
72
72
YA
33
Ruth Martha Febrina H.
19
2
13
25
17
76
76
YA
34
Septika Wardani
20
0
10
32
30
92
92
YA
35
Sari Rahmawati
18
0
9
20
12
59
59
TIDAK
36
Solekah Candra Dewi
15
0
10
25
24
74
74
YA
37
Shendy Alvenia. R
19
5
8
10
25
67
67
YA
38
Wahyu Aliyani Putri
18
0
12
28
27
85
85
YA
39
Syamsiyah Arina Septi
15
1
7
12
16
51
51
TIDAK
Jumlah Skor
642
73
364
947
670
2696
2696
Jumlah Skor Maksimal
780
275
390
1385 1070
3900
3900
82.3 26.5 93.3
68.4
62.6
66.0
66.0
16.1 1.83
23.7
16.8
67.4
67.4
Presentase Daya Serap Rata-rata
9.1
Semarang, 4 November 2008 Mengetahui, Kepala SMA Negeri 6 Semarang, Inggris,
Drs. H. Bambang Nianto Mulyo, M.Ed NIP. 196104291986031007
Guru Pengampu Bahasa
Dra. Hj. Ida Rahmawati NIP. 131565429
ANALISIS ULANGAN HARIAN TERPROGRAM
254
Mata Pelajarann Standar Kompetensi Kompetensi Dasar KKM
: Bahasa Inggris : Berkomunikasi secara tertulis : Writing (Narrative, Recount) : 65
NAMA NO 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
KANAN KIRI Adnu Abshar Kamal Amadea Latifa Rahmi Amalina Firdaus Amanda Ayu Pratiwi Andreas Miswardi. P Andreas Surya. P Aswidha Fazani. M Beby Angeraini. P N Deny Diah Fitriani Dhagat Wihasta. H Dhela Septian. A Dian Dwi Nandasari Dwi Octaviani Dyah Rosita Elga Pratama Farikh Zulhuda Fityan Hafidz Hajid Indra Tama Ilham Fachreza Ina Mahardika Rahayu Krisyanto Adi. P Kurnia Fitri Sih Lestari Laela Kamila Miranti Apriada. S Muhammad Sayfullaah Novi Indah Sari Oshit Alesita Rineggo Rendiani Retno Wijayanti Ridho Handianto Rissa Rizki Ayudhia Rizki Dwi Rahmawati Rosy Yuthika Amalia Safarina Ilan Nuri Septiana Ekasari Septy Fanny S. Setyaji Irawan. B Syahriarti Harry. R Tirta Segara Yosia Inendatama
1 20 20 16 14 17 13 17 16 16 11 15 12 19 11 19 11 18 11 10 10 15 14 19 11 18 15 17 12 10 10 16 10 15 12 17 9 16 15 16 12 17 14
2 9 5 2 0 2 5 1 1 2 0 1 0 1 3 3 0 2 0 2 0 2 5 2 3 3 0 1 5 3 0 2 0 2 0 2 0 2 0 1 0 2 4
SKOR 3 10 10 10 9 10 9 8 10 10 7 10 9 10 8 9 8 9 9 7 10 7 9 8 8 7 5 7 9 9 9 10 9 9 8 9 8 8 10 6 9 9 7
4 36 35 26 28 30 27 25 30 27 20 29 18 24 27 24 25 25 27 15 25 17 20 27 18 25 16 25 20 32 33 27 30 32 30 21 18 27 30 25 30 26 28
Kelas/Semester : X.4/ gasal Jumlah Peserta : 40 Jumlah Soal :5 Tahun Pelajaran : 2008/2009 5 25 30 20 12 18 21 10 12 12 3 20 21 23 27 21 12 13 15 25 12 10 18 23 24 25 21 18 15 23 21 20 15 23 16 23 18 18 21 22 12 23 12
JUMLAH SKOR 100 100 74 63 77 75 61 69 67 41 75 60 77 76 76 56 67 62 59 57 51 66 79 64 78 57 68 61 77 73 75 64 81 66 72 53 71 76 70 63 77 65
NILAI 100 100 74 63 77 75 61 69 67 41 75 60 77 76 76 56 67 62 59 57 51 66 79 64 78 57 68 61 77 73 75 64 81 66 72 53 71 76 70 63 77 65
KETUNTASAN BELAJAR 65 (YA/TIDAK) YA TIDAK YA YA TIDAK YA YA TIDAK YA TIDAK YA YA YA TIDAK YA TIDAK TIDAK TIDAK TIDAK YA YA TIDAK YA TIDAK YA TIDAK YA YA YA TIDAK YA YA YA TIDAK YA YA YA TIDAK YA YA
255
Jumlah Skor 566 64 342 Jumlah Skor Maksimal 800 280 400 Presentase Daya Serap 70.8 22.9 85.5 Rata-rata 14.2 1.6 8.55
1009 718 1420 1100 71.1 65.3 25.2 18
2699 4000 69.1 67.475
2699 4000 69.1 67.475
Semarang, 4 November 2008 Mengetahui, Kepala SMA Negeri 6 Semarang,
Guru Pengampu Bahasa Inggris,
Drs. H. Bambang Nianto Mulyo, M.Ed NIP. 196104291986031007
Dra. Hj. Ida Rahmawati NIP. 131565429
256
Appendix 15 Learning Activities
No Material 1. Recount Text
2.
Narrative Text
Media
Pictures
Experimental Group The writer and students discussion only used English in the learning process.
Movie (Kungfu Panda)
Students saw Kungfu Panda movie Students performed their presentation of the discussion result in group about the movie that they had seen before in English.
Role Play (Taboo Game)
Students played a role play used English words as the clues.
Puppets (Lion and the Hyena)
Students listened and saw the puppets that
Controlled Group The writer and students discussion used both English and Indonesian language in the learning process Students saw Kunfu Panda movie Students performed their presentation of the discussion result in group about the movie that they had seen before in Indonesian language. Students played a role play used both English and Indonesian words as the clues. Students listened and saw the puppets that
257
were performed by the writer used English. After that, they should perform it one by one in front of class using English.
Comic (Goldilocks and the Three Bears)
3.
Procedure
Origami Pictures Text Origami Paper
Students arranged the comic and make a story based on it. Then they retold the story in English. Students listened the writers’ explanation about how to make origami and saw the origami picture text that had performed. Students made origami and explained what they had made in English.
were performed by the writer used both Indonesian language and English. After that, they should perform it one by one in front of class using English. Students arranged the Comic and make a story based on it. Then they retold the story in English. Students listened the writers’ explanation about how to make origami and saw the origami picture text that had performed. Students made origami.
